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Student teachers and teacher educators at work with a new approach for teaching geography in primary teacher education
Marian BlankmanGTE Conference 2014 Winchester
Program Introduction
My research (the big picture)
The question for today
The (experimental) course: How to teach geography
Discussion
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GTE Conference 2014 Winchester
3My research: How to teach geography
Focus of this presentation: The experimental module and how teacher educators worked with it during the fieldtest.
How can we teach, in a limited number of hours, mainly non specialist student teachers to teach good geography lessons in primary school?
Question
How capable are teacher educators to apply characteristics of good geography teaching, model their way of working and stimulate the development of metacognitive skills of their students?
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Pedagogical Content Knowledge
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(PCK: Shulman L. , 1986; 1987; Turner Bisset ., 1999; Martin , 2005Geogr: Haubrich, 1992; Van der Vaart, 2001; Van der Schee, 2000; Martin, 2006; Favier, 2012)
7 characteristics of a good geography lesson
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(Haubrich, 1992; Van der Vaart, 2001; Van der Schee, 2000; Martin, 2006; Favier, 2012)
Characteristics of the course
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With a translation to the student teachers’ own pratice and a
connection with theory
(Lunenberg, Korthagen, & Swennen, 2007)
Activities that help students to become
conscious about their own learning experiences
(Boekaerts & Simons, 1995; Hacker, Dunlosky,
& Graesser, 2009)
Together with students lessons are
build up.Showing, sharing,
doing yourself.Opportunities for own teaching styles and
couleur locale
Learning to teach geography:5 meetings
How did they work with the course?
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Rianne
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Erik
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Johan
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Were they capable to apply….characteristics of good geography teaching?
model their way of working?
stimulate the development of metacognitive skills of their students?
and two years later?
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Discussion/ Questions?
Is this approach also useful in an international context?
What is useful/ What should be changed?
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ContactMarian Blankman
Inholland University of Applied Sciences
School of Education
PO Box 558
2003 RN Haarlem
The Netherlands
+31(0)615279734
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References Boekaerts, M., & Simons, P. R.-J. (1995). Leren en instructie, psychologie van de leerling en het
leerproces. Assen: Van Gorcum.
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009). Handbook of Metacognition in Education. New York/Abingdon: Routledge.
Haubrich, H. (1992). International charter on geographic education. Freiburg: IGU.
Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education 23, 586-601.
Martin, F. (2005). The relationship between beginning teachers' prior conceptions of geography, knowledge and padagogy and their development as teachers of primary geography. Coventry: Unpublished PhD thesis.
Martin, F. (2006). Everyday geography. Primary Geographer, 61, 4-7.
Shulman, L. S. (1986). Those who understand: Knowledge Growth in Teaching. Educational Researcher , 57(1), 1-22.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
Swennen, A., Korthagen, F., & Lunenberg, M. (2004). Congruent opleiden door lerarenopleiders. VELON tijdschrijft voor lerarenopleiders, 25(2), 17-27.
Swennen, A., Lunenberg, M., & Korthagen, F. (2008). Preach what you teach! Teacher educators and congruent teaching. Teachers and teaching: Theory and practice, 14(5-6), 531-542.
Turner-Bisset, R. (1999). The Knowledge Bases of the Expert Teacher. British Educational Research Journal, 25(1), 39-55.
Van der Schee, J. (2000). Helping children tot analyse a changing world: looking for patterns and relationships in space. In Robertson, & R. Gerber, The Child's World. Triggers for learning (pp. 214-231). Melbourne: Acer Press.
Van der Vaart, R. (2001). Kiezen en delen. Beschouwingen over de inhoud van het schoolvak aardrijkskunde. Utrecht: Faculteit Ruimtelijke Wetenschappen Universiteit Utrecht.
