Tine Béneker & Hans Palings (Fontys University of Applied Sciences; Utrecht University, The Netherlands)

GTE ConferenceOxford 2015

Research aim

To find out:

1.In what way teachers are able to think about a prefered future for geography education in their schools

2.In what way this futures thinking can inform us about ‘teachers as curriculum makers’?

Future & education

(geography) education for the future

(geography) education of the future

(geography) education about the future

(Lambert & Morgan, 2010)

(Thijs & v.d Akker ed. , 2009)

Context : teacher education at Fontys University Master course (3 years part time) to become

a qualified teacher for upper secondary education

First year course unit: Geography for Education

Aims: developing a vision on geography education and

their possible role as a head of department

8 weeks during the first term

The assignment

Final assignmentDescribe the ideal situation of GE in your school

in five yearsUse earlier assignments and literatureForm: an article for a professional journal

3 preparatory assignmentscomparison of (international) curriculadepartemental checklist (Dawson, Lodge &

Roberts, 2004)students survey (Dawson, Lodge & Roberts,

2004)

Methodology

Assignments 2009 - 2014 (110 papers)

Random selection of 31 papers

Content analysis

Findings

What are teachers’ concerns?fewer students choose geography (upper

secondary)Students are less motivated Relevance of the subject is not obvious for

students

Why are the students learning geography (rationale)? (world) citizenship, responsibilityGeographical awareness

What is important?

1.Active learning and enquiry based

2.Fieldwork & excursions

3.Use of IT e.g. GIS and tablets

What is not / hardly ever mentioned?

1.Assessment

2.Time

3.Grouping

Aims and content Aims and content are implicit (clues)

national curriculum & central exams relate to the news relate to other subjects relate to further education and future jobs

Future thinking of teachers GE for the future:

personal futures(global) citizenship

GE of the future○ use of ICT○ enquiry skills

GE about the future: ?

Curriculum makers?

In what way are they curriculum makers?

They all have an idea how to improve GE in their school.

They are aware of the context in which they have to teach (examinations, preconditions school, etc. ).

They have innovative ideas regarding classroom practice, how students should learn.

They feel responsible for the learning of their students.

Preliminary conclusions

Critical remarks from research perspectiveAnalysis of a mandatory final assignmentDirect and indirect influence of the lessons, the lecturers, the literature, etc.

Lessons learned for the course unitClarify the interdepence of the curricular artefactsStarting point is the rationale for GEUse interdepence of teacher – student - subject

References

Dawson, G., Lodge, R. and Roberts, D. (2004) ‘Enhancing students’ experience of geography’, Teaching Geography, 29, 2, pp. 84-9.

Lambert, D. & Morgan, J. (2010) Teaching Geography 11-18 – A Conceptual Approach. Maidenhead: Open University Press.

Thijs, A. & van de Akker, J. (2009) Leerplan in ontwikkeling. Enschede: Stichting Leerplan Ontwikkeling / in English: Curriculum in Development: http://www.slo.nl/downloads/2009/curriculum-in-development.pdf/