The impact of forming a community of practice on teachers’ attitudes and approaches to primary geography
Bibliographic Data
| ID | 21530738 |
|---|---|
| Authors | Lisa Clarke (0009-0007-6119-678X, Dublin City University, corresponding author), Susan Pike (0000-0001-6476-5465, Trinity College Dublin) |
| Year | 2023 |
| Volume | 42 |
| Issue | 4 |
| Pages | 911-930 |
| Publication date | 2023-10-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Irish Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0332-3315 • E-ISSN: 1747-4965 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03323315.2023.2258493 |
| OpenAlex | W4387023358 |
| Language | EN |
| References cited | 41 |
Geography is a subject in the Primary Curriculum in Ireland. It is taught in all schools with some examples of engaging and challenging practices, characterised by enquiry-based learning (EBL) of a range of content, with learning occurring inside and out. In other settings, Geography is more limited in scope and children’s geographical experiences in school are minimal. There is a myriad of reasons for this range of practice. One significant feature is the lack of funding or provision for continuing professional development (CPD) for primary teachers in Geography. This paper outlines a project to create school-based CPD for teachers in primary geography. The results of the project are that the school-based CPD, designed by teachers can provide support them to enact the curriculum as well as providing engaging, interesting and enjoyable experiences for teachers. The findings also suggest that such CPD can also have a positive impact on children’s experiences of Geography, through enhanced practices by teachers. The implications for such findings are discussed in relation to curriculum change
Curriculum · Geography · Library science · Mathematics education · Pedagogy · Professional development · Sociology · Computer Science · Educational Assessment and Pedagogy · Educator Training and Historical Pedagogy · Geography Education and Pedagogy · Psychology
Research Methods in Education
Conceptualizing Teacher Professional Learning
Inquiry in teacher education
‘I hate when we learn off the mountains and rivers because I don’t need to know where they all are on a blank map?!’ Irish Pupils’ Attitudes Towards, and Preferred Methods of Learning, Primary Geography Education
Those Who Understand
Teaching about sustainability through inquiry-based science in Irish primary classrooms
Not nearly enough geography! University provision for England’s pre-service primary teachers
The Knowledge Bases of the Expert Teacher
Primary Student Teachers’ Understanding of Mathematics and its Teaching
The Ethico‐politics of Teacher Identity
Qualitative Research Design
| Highly cited | No |
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