Geography Teacher Education and Professionalization (International Perspectives on Geographical Education)

Contents
1 Introduction: Why Geography Teacher Education and Professionalization Matter
	1.1 Pathways of Professionalization for the Geography Teacher
	1.2 The Changing Nature of Geography Teacher Education
	1.3 Why an International Perspective on Geography Teacher Education and Professionalization?
	1.4 Structure of the Book
	1.5 Conclusion
	References
Part I Pathways of Professionalization for the Geography Teacher—An Overview of Different National Cases
2 Intervention Studies to Improve Initial Teacher Education in Geography: A Scoping Review
	2.1 Introduction
	2.2 Theory
		2.2.1 Initial Teacher Education
		2.2.2 Intervention Studies in Initial Teacher Education
	2.3 Research Questions
	2.4 Method
		2.4.1 Inclusion and Exclusion Criteria
		2.4.2 Developing a Search Strategy
		2.4.3 Screening
		2.4.4 Coding the Studies
	2.5 Results
	2.6 Discussion
	References
3 Intervention Research Design in the Context of Professionalizing Future Geography Teachers: Specific Potentials of Qualitative and Quantitative Designs Using the Example of Two Empirical Studies
	3.1 The Theory–Practice Problem in the Professionalization of Teachers in German-Language Geography Education
	3.2 Educational Intervention Research on Professionalizing (Future) Geography Teachers
		3.2.1 Qualitative and Quantitative Intervention Research
		3.2.2 Additional Research-Methodical Decision Criteria
	3.3 Examples from Ongoing Geography Education Intervention Studies and Their Rationale Regarding Research-Methodical Decisions
		3.3.1 A Qualitative Perspective: Professionalizing the Vision of Future Geography Teachers with the Use of Video Analysis
		3.3.2 A Quantitative Perspective: Pedagogical Content Knowledge and Beliefs of Future Primary School Teachers from a Geographical Perspective on the Subject Sachunterricht
	3.4 Summary and Concluding Remarks
	References
4 Tough, But Worth the Effort: Collaboration for Professional Development Strengthens Geography Education
	4.1 Introduction
	4.2 Perspectives on Collaboration
	4.3 Examples from Colorado
	4.4 Conclusion
	References
5 Fostering Professionalism for Geography in Primary Schooling
	5.1 Introduction
	5.2 On Primary Teachers’ Professional Development for Teaching Geography
		5.2.1 The State of Pre-service Primary Geography Professional Development
		5.2.2 Impacts of In-Service Primary Geography Professional Development
	5.3 Supporting Primary Teachers’ Geography Professional Development
		5.3.1 Professional Expectations and Primary Geography Teaching
		5.3.2 Professional Expectations for Geography in Pre-service Primary Courses
		5.3.3 Expectations for Primary Geography Career Professional Development
	5.4 Conclusion and Recommendations
	References
6 The Potential and Reality of Postgraduate Education in Geography for Improving Primary Geography Teachers’ Professionalism: A Focus on South Korea
	6.1 Introduction
	6.2 South Korean Primary Teachers’ Postgraduate Education in Geography Majors
	6.3 The Context (or Reasons) of South Korean Primary Teachers’ Option for Geography as Their Postgraduate Majors
	6.4 The Potential of Postgraduate Education
		6.4.1 The Potential of Postgraduate Education to Improve Primary Geography Education
		6.4.2 The Potential of Postgraduate Education in Geography Majors for Primary Geography Teachers’ Professionalism
	6.5 The Limitations of Primary Teachers’ Postgraduate Education in Geography Majors
	6.6 The Barriers to Primary Teachers’ Postgraduate Education in Geography Majors
	6.7 Discussion and Conclusion
	References
7 Chinese Secondary School Geography Teachers’ Perceptions of Professionalization
	7.1 Introduction
	7.2 Method
		7.2.1 Participants
		7.2.2 Research Instrument
		7.2.3 Data Analysis
	7.3 Findings
		7.3.1 Role of Geography Teacher Professionalization
		7.3.2 Aspects of Geography Teacher Professionalization
		7.3.3 Professional Knowledge
		7.3.4 Instructional Design and Implementation
		7.3.5 Pathways to Professionalization
		7.3.6 Factors Impeding Professionalization
	7.4 Discussion
	7.5 Conclusion
	References
8 The Professional Development of Geography Teachers in England
	8.1 Introduction
	8.2 Policy Initiatives: The Privileging of Subject-Specific Professional Development
	8.3 The Complex and Contradictory Nature of the Policy Environment
	8.4 Professional Development Provision: Navigating the Policy Agenda
	8.5 Consumers: What Does This Mean for Teachers ‘on the Ground’?
		8.5.1 Experience 1: Geography Lead in a Nottingham Primary School
		8.5.2 Commentary
		8.5.3 Experience 2: Geography Teacher at a Secondary School in Exeter
		8.5.4 Commentary
	8.6 Conclusion
	References
Part II Institutionalization, Networking, and Informal Learning—Different Solutions to Foster Geography Teacher Education
9 The Effects of the Bologna Declaration on the Initial Training of Geography Teachers: The Case of Portugal
	9.1 Introduction
	9.2 The Universitisation of Initial Teachers’ Education
		9.2.1 Geography Teachers’ Training Under the Bologna Framework
		9.2.2 Competence Profiles Within Geography Teachers’ Training
	9.3 The Bologna Framework and the Gap Between Discourses and Practices
	9.4 Final Remarks
	References
10 English Experiences of Developing Identities of Pre-service Geography Teachers
	10.1 Introduction
	10.2 Context
	10.3 Methodology
	10.4 Transitions and Challenges During the PGCE year
	10.5 Types of Knowledge
	10.6 Identity
	10.7 Silence
	10.8 Experiences During the Covid 19 Pandemic
	10.9 Conclusions
	References
11 Research Publications’ Impact on Geography Teachers’ Conceptions and Practices
	11.1 Benefits of Evidence-Based Practice
	11.2 Learning Research Evidence Informally
	11.3 Impact of Encountering Research Evidence
	11.4 Textbooks
	11.5 Hurdles of Applying Research
		11.5.1 Having Time
		11.5.2 Understanding Research
		11.5.3 Applying Evidence to Practice
		11.5.4 Seeing the Practical Relevance
		11.5.5 Having Supportive Institutional Environments
	11.6 Promoting Research Impact on Teachers’ Practices
		11.6.1 Readability
		11.6.2 Application and Benefits
		11.6.3 Access
		11.6.4 Platforms
	11.7 Author Benefits
	11.8 Outlook
	References
Part III Special Fields and Discourses of Geography Teacher Education
12 Misconceptions and Conceptual Change in Geography Teacher Education
	12.1 Introduction
		12.1.1 Background
	12.2 Teachers’ Misconceptions and Their Role in the Educational Process
		12.2.1 Misconceptions About Maps
	12.3 How to Identify Misconceptions?
		12.3.1 Conceptual Test for Contour Understanding
	12.4 How to Reach Conceptual Change in Pre-service Teachers?
		12.4.1 Approach to Conceptual Change in Contour Understanding
	12.5 Conclusion
	References
13 The Atlas and the Purple Crayon: “Purple Mapping” and Place-Based Education in Geography Teacher-Training Studies and Practice
	13.1 Introduction
	13.2 Between Two Images: The Atlas and the Purple Crayon
	13.3 Purple Mapping
	13.4 The School as a Non-Place: The Spatial Critique
	13.5 Place-Based-Education (PBE)
	13.6 Purple Mapping as a Characteristic of PBE: Examples from Geography Studies as Part of an Academic Program for Teacher Training
		13.6.1 The Course “Get up and Walk”
		13.6.2 Teaching Experience Workshop
		13.6.3 Purple Mapping—the Pedagogical Added Value
	13.7 Epilogue
	References
14 Towards an Augmented Geography Education
	14.1 Introduction
	14.2 Augmented Geography Education
		14.2.1 Powerful Geographical Ideas and Concepts
		14.2.2 Engaging and Effective Geography Teaching Through Threshold Concepts
		14.2.3 The Strategic Use of Digital Technologies
	14.3 Didactic Capsules
	14.4 Conclusions
	References
Part IV Methods and Practices Under the Lens
15 Digitalization in Geography Education: Theoretical and Practical Considerations for Developing a Collaborative Seminar About Digitalization and Using Digital Media in Geographical Educational Processes
	15.1 Introduction
	15.2 Digitalization and Geography Education
		15.2.1 Geospatial Technologies and Education for Spatial Citizenship
		15.2.2 Teacher Training and Digitalization
	15.3 Digital Geography Education Seminar
	15.4 Evaluation
		15.4.1 Accompanying Survey
		15.4.2 Consideration of Digital Geography Lesson Plans Developed by the Students
	15.5 Conclusion
	References
16 Implications of the Anthropocene for Professional Ethics in American Geography Education
	16.1 Introduction
	16.2 Anthropocene Fermentation and Prospects for Sustainability
	16.3 Anthropocene Ethics and a Pragmatic Sense of Place
	16.4 Getting REAL and the Nature of Professional Ethics
	16.5 Ethical Thinking in Human–Environment Geography
	16.6 Overcoming Barriers to Getting REAL in the Anthropocene
	References
17 Beginning Teachers’ Evaluation and Perceived Challenges in Using Geographical Fieldwork Inquiry in Singapore
	17.1 Background
	17.2 Method
	17.3 Results and Discussion
		17.3.1 Beginning Teachers’ Fieldwork Experiences and Conceptions of Geography Fieldwork
		17.3.2 Beginning Teachers’ Understanding and Conception of the Geographical Inquiry Approach
	17.4 Conclusion and Recommendations
	Appendix A: Question in the Online Survey
		Section A: Profile of Interviewer
		Section B: Fieldwork
		Section C: Geographical Inquiry
		Section D: Difficulties and Challenges When on Fieldwork
		Section E: Value and Conception of Fieldwork
	References
18 Mentoring School Student Research as an Approach to Geography Teacher Professional Development
	18.1 Introduction
		18.1.1 The Ten Salient Practices of Research-Based Learning for Students in University and School Settings
		18.1.2 Mentoring School Student Research and Teacher Professional Development
	18.2 School-Based Research Projects with a Geographical Focus
		18.2.1 Monitoring the Environment, Learning for Tomorrow (MELT)
		18.2.2 Well World
	18.3 Teacher Professional Development
		18.3.1 Teacher Professional Identity as a ‘Teacher—Mentor’
		18.3.2 Professional Identity as a Geographer or ‘Teacher-Researcher’
	18.4 Conclusion
	References
19 Pedagogical Reasoning and Action (PR&A): A Framework for Research on Professional Knowledge of Geography Teaching
	19.1 Introduction
	19.2 PR&A as a Foundation of the Teaching Profession
	19.3 PR&A as a Framework for Teaching and Teacher Education Research
		19.3.1 Capturing How Teachers’ Professional Knowledge Develops
		19.3.2 Understanding How Teachers’ Knowledge Base Influences Practice
		19.3.3 Understanding How Teachers Pedagogically Reason in Action
		19.3.4 Ensuring High-Quality Preservice Teacher Education
	19.4 Discussion and Conclusions
	References
20 South African Geography Teachers’ Involvement in Self-Directed Professional Development Activities in Geography Education
	20.1 Introduction
	20.2 Literature Review
		20.2.1 The Geography Teacher as a Self-Directed Learner
		20.2.2 Self-Directed Professional Development in Geography Education
	20.3 Empirical Investigation
		20.3.1 Research Design
		20.3.2 Respondents
	20.4 Data Collection and Analysis
		20.4.1 Quantitative Data Collection and Analysis
		20.4.2 Data Analysis of the Open-Ended Questions
	20.5 Ethical Considerations
	20.6 Results
		20.6.1 Geography Teachers’ Involvement in Self-Directed Professional Development Activities
		20.6.2 Self-Directed Research of Geography Teachers in the Geography Subdisciplines and Learning Domains
	20.7 Discussion
		20.7.1 Geography Subdisciplines and Methodology
	20.8 Limitations
	20.9 Conclusion and Recommendations
	References
21 Learning from Common Concerns and the Path Ahead for Geography Teacher Education and Professionalism
	21.1 Qualifications
	21.2 Institutions
	21.3 Special Fields and Discourses
	21.4 Variations in Praxis
	21.5 Future Directions
		21.5.1 Value—What Do Geography Teachers Care the Most?
		21.5.2 Expertise—What is Geography Teachers’ Subject Expertise?
		21.5.3 Technology—How Can We Catch-Up with Ever-Changing Geography-Related Technology?
		21.5.4 Institution—What Are Good Practices and How Do Institutions Foster the Quality of Geography Education?
	References