What enables student geography teachers to thrive during their PGCE year and beyond

Datos Bibliográficos

ID11954830
AutoresElizabeth A C Rushton (0000-0002-6981-8797, King's College London, autor de correspondencia), Cyrus Nayeri (0000-0001-5580-4362, King's College London), Darcy Beardmore Crowther (King's College London), Lydia Griffiths (King's College London), Pierce Newell (King's College London), Zoë Sayliss (King's College London), Juliette Wise (King's College London), Aisha Zeina (King's College London)
Año2021
Volumen46
Número4
Páginas628-637
Fecha de publicación2021-09-11
Open AccessSí
TipoARTICLE
RevistaJournal of Geography in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0309-8265 • E-ISSN: 1466-1845
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03098265.2021.1978064
OpenAlexW3200546764
IdiomaEN
Referencias citadas9

Drawing on the perspectives of six student teachers (including five geography specialists) and two teacher educators, four key components are identified as being crucial to enable those undertaking a geography-focused programme of Initial Teacher Education to thrive rather than simply survive. These include, (1) nurturing an enjoyment of geography, (2) engaging with education research to underpin classroom practice, (3) developing communities of practice within and beyond school and university settings and, (4) building teacher identity through regular reflection that considers an individual’s values. These insights will have relevance for those considering or undertaking a career as a geography teacher and for school and university partnerships that provide Initial Teacher Education programmes

Mathematics education · Pedagogy · Political science · Relevance (law · Sociology · Teacher education · Geography Education and Pedagogy · Global Education and Multiculturalism · Psychology · Reflective Practices in Education

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