Tine Béneker
Biographic Data
| ID | 5773467 |
|---|---|
| NAME | Tine Béneker |
| GIVEN NAMES | Tine |
| FAMILY NAME | Béneker |
| SIGNATURE | BÉNEKER T |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0001-5110-5003 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 34 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Teaching regions
This paper opens the first-ever debate about pedagogies and curricula in regional studies. It does this from four perspectives: how regional studies creates powerful knowledge; how regional thinking can be embedded within school education and curriculum design; the provision training to the next generation of regional scholars; and the potential impacts of artificial intelligence (AI) in teaching and assessing regional studies. We conclude with a…
Orientations of Chinese Geography Teachers Towards Climate Change Education
In 2017, China introduced a competencies-based senior high school geography curriculum emphasizing the Sustainable Development Goals (SDGs), particularly global climate change. Geography textbooks present climate change as an exemplary case, integrating standards on climate systems, climate change and sustainable development. This study investigates how fifteen secondary geography teachers prioritize learning goals for climate change education an…
Curriculum making in an age of crisis
This article discusses the geography curriculum in response to the current epoch. Epoch-typical issues include economic and environmental justice associated with climate change. The circumstances we describe are exacerbated, we suggest, by the broader social, cultural and political contexts and divisions stoked by post-truth politics and social media. We argue that this age of crisis calls for a positive, coherent and principled educational respo…
Teacher orientations in climate change education
The question what the focus of climate change education should be has been debated by academics and policy makers. However, this debate is informed to only a limited extent by empirical research on the position of teachers. Based on interviews with nineteen experienced secondary geography teachers in the Netherlands, nine orientations were distinguished, ranging from transmissive to transformative, and from instrumental to emancipatory. The teach…
Geography Teachers’ Pedagogical Content Knowledge
Enhancing Teachers’ Expertise Through Curriculum Leadership—Lessons from the GeoCapabilities 3 Project
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 fin…
Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons
Tasks are a powerful instrument for geography teachers, as they let students engage with the subject. To advance the cumulative learning of students, teachers have to make sure that students learn how to deal with complex and abstract knowledge structures. In the Netherlands, teachers face a dilemma when it comes to task setting: the intended curriculum aims for a considerable part at (parts of) higher order thinking, whereas the high-stakes exam…
A futuring approach to teaching wicked problems
This paper investigates how the teaching and learning about “wicked” environmental problems may be fostered through an educational approach premised on futuring – the active imagination of the future. The growing academic interest in possible and desirable futures provides a promising starting point for restructuring education as coupling knowledge to imagination and teaching to policy practice can open up new, experiential ways of learning. Empi…
A futures perspective in Dutch geography education
Picturing the city
Urban environments form the setting of everyday life for most Western young people. This article explores \nvisual representations of cities made by young people in a range of environments within four countries. The \nfindings inform a larger study on urban geographies within geography education. We analyse students’ \ndrawings of cities regarding physical characteristics, activities and issues. There are many commonalities \nbetween drawings fro…
Holland as other place and other time
Geographers show keen interest in projected images employed in tourism as these images both reflect the ideas of the image producers and influence tourists’ perceptions and (spatial) behaviour. This article focuses on intentional and unintentional projected images of the Netherlands. The former is especially selective: it relies on stereotypes and presents Holland. The unintentional projected image created in four travel guides is less stereotype…
Picturing the city
Urban environments form the setting of everyday life for most Western young people. This article explores \nvisual representations of cities made by young people in a range of environments within four countries. The \nfindings inform a larger study on urban geographies within geography education. We analyse students’ \ndrawings of cities regarding physical characteristics, activities and issues. There are many commonalities \nbetween drawings fro…
A futures perspective in Dutch geography education
A futuring approach to teaching wicked problems
This paper investigates how the teaching and learning about “wicked” environmental problems may be fostered through an educational approach premised on futuring – the active imagination of the future. The growing academic interest in possible and desirable futures provides a promising starting point for restructuring education as coupling knowledge to imagination and teaching to policy practice can open up new, experiential ways of learning. Empi…
Holland as other place and other time
Geographers show keen interest in projected images employed in tourism as these images both reflect the ideas of the image producers and influence tourists’ perceptions and (spatial) behaviour. This article focuses on intentional and unintentional projected images of the Netherlands. The former is especially selective: it relies on stereotypes and presents Holland. The unintentional projected image created in four travel guides is less stereotype…
Teaching regions
This paper opens the first-ever debate about pedagogies and curricula in regional studies. It does this from four perspectives: how regional studies creates powerful knowledge; how regional thinking can be embedded within school education and curriculum design; the provision training to the next generation of regional scholars; and the potential impacts of artificial intelligence (AI) in teaching and assessing regional studies. We conclude with a…
Teacher orientations in climate change education
The question what the focus of climate change education should be has been debated by academics and policy makers. However, this debate is informed to only a limited extent by empirical research on the position of teachers. Based on interviews with nineteen experienced secondary geography teachers in the Netherlands, nine orientations were distinguished, ranging from transmissive to transformative, and from instrumental to emancipatory. The teach…
Holland as other place and other time
Geographers show keen interest in projected images employed in tourism as these images both reflect the ideas of the image producers and influence tourists’ perceptions and (spatial) behaviour. This article focuses on intentional and unintentional projected images of the Netherlands. The former is especially selective: it relies on stereotypes and presents Holland. The unintentional projected image created in four travel guides is less stereotype…
Picturing the city
Urban environments form the setting of everyday life for most Western young people. This article explores \nvisual representations of cities made by young people in a range of environments within four countries. The \nfindings inform a larger study on urban geographies within geography education. We analyse students’ \ndrawings of cities regarding physical characteristics, activities and issues. There are many commonalities \nbetween drawings fro…
A futures perspective in Dutch geography education
Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons
Tasks are a powerful instrument for geography teachers, as they let students engage with the subject. To advance the cumulative learning of students, teachers have to make sure that students learn how to deal with complex and abstract knowledge structures. In the Netherlands, teachers face a dilemma when it comes to task setting: the intended curriculum aims for a considerable part at (parts of) higher order thinking, whereas the high-stakes exam…
A futuring approach to teaching wicked problems
This paper investigates how the teaching and learning about “wicked” environmental problems may be fostered through an educational approach premised on futuring – the active imagination of the future. The growing academic interest in possible and desirable futures provides a promising starting point for restructuring education as coupling knowledge to imagination and teaching to policy practice can open up new, experiential ways of learning. Empi…
Enhancing Teachers’ Expertise Through Curriculum Leadership—Lessons from the GeoCapabilities 3 Project
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 fin…
Geography Teachers’ Pedagogical Content Knowledge
Teacher orientations in climate change education
The question what the focus of climate change education should be has been debated by academics and policy makers. However, this debate is informed to only a limited extent by empirical research on the position of teachers. Based on interviews with nineteen experienced secondary geography teachers in the Netherlands, nine orientations were distinguished, ranging from transmissive to transformative, and from instrumental to emancipatory. The teach…
Orientations of Chinese Geography Teachers Towards Climate Change Education
In 2017, China introduced a competencies-based senior high school geography curriculum emphasizing the Sustainable Development Goals (SDGs), particularly global climate change. Geography textbooks present climate change as an exemplary case, integrating standards on climate systems, climate change and sustainable development. This study investigates how fifteen secondary geography teachers prioritize learning goals for climate change education an…
Curriculum making in an age of crisis
This article discusses the geography curriculum in response to the current epoch. Epoch-typical issues include economic and environmental justice associated with climate change. The circumstances we describe are exacerbated, we suggest, by the broader social, cultural and political contexts and divisions stoked by post-truth politics and social media. We argue that this age of crisis calls for a positive, coherent and principled educational respo…
Teaching regions
This paper opens the first-ever debate about pedagogies and curricula in regional studies. It does this from four perspectives: how regional studies creates powerful knowledge; how regional thinking can be embedded within school education and curriculum design; the provision training to the next generation of regional scholars; and the potential impacts of artificial intelligence (AI) in teaching and assessing regional studies. We conclude with a…
Sociology (7 works) · Geography Education and Pedagogy (6 works) · Psychology (6 works) · Pedagogy (5 works) · Computer Science (4 works) · Educator Training and Historical Pedagogy (4 works) · Geography (4 works) · Mathematics education (4 works) · Political science (4 works) · Curriculum (3 works)