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Enhancing Teachers' Expertise through Curriculum Leadership--Lessons from the GeoCapabilities 3 Project

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Bibliographic Details
Title: Enhancing Teachers' Expertise through Curriculum Leadership--Lessons from the GeoCapabilities 3 Project
Language: English
Authors: Mitchell, David (ORCID 0000-0002-8294-0519), Hanus, Martin (ORCID 0000-0002-9873-5106), Béneker, Tine (ORCID 0000-0001-5110-5003), Biddulph, Mary, Leininger-Frézal, Caroline, Zwartjes, Luc, Donert, Karl
Source: Journal of Geography. 2022 121(5-6):162-172.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Faculty Development, Geography, Knowledge Level, Expertise, Thinking Skills, Models, Foreign Countries, Teacher Attitudes, Curriculum Development
Geographic Terms: United Kingdom (England), Belgium, Czech Republic, France, Netherlands
DOI: 10.1080/00221341.2022.2149838
ISSN: 0022-1341
1752-6868
Abstract: GeoCapabilities is a distinctive approach to teacher professional development which foregrounds the educational potential of geographical knowledge. This paper examines the effect of GeoCapabilities on geography teachers' expertise. First, the paper explores a problem of teacher training which privileges technique for classroom effectiveness over geographical thinking. We then introduce the GeoCapabilities 3 project, presenting and discussing findings through teachers' reflections. We argue that GeoCapabilities 3 offers a model of teacher development, which supports teachers as leaders of curriculum change in an 'activist profession'. This is needed if geography education is to equip young people with knowledge capabilities for their future.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1375481
Database: ERIC
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Abstract:GeoCapabilities is a distinctive approach to teacher professional development which foregrounds the educational potential of geographical knowledge. This paper examines the effect of GeoCapabilities on geography teachers' expertise. First, the paper explores a problem of teacher training which privileges technique for classroom effectiveness over geographical thinking. We then introduce the GeoCapabilities 3 project, presenting and discussing findings through teachers' reflections. We argue that GeoCapabilities 3 offers a model of teacher development, which supports teachers as leaders of curriculum change in an 'activist profession'. This is needed if geography education is to equip young people with knowledge capabilities for their future.
ISSN:0022-1341
1752-6868
DOI:10.1080/00221341.2022.2149838