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Session 1 Pg Cert Geog Ed
Session 1 Pg Cert Geog Ed
Session 1 Pg Cert Geog Ed
Session 1 Pg Cert Geog Ed
Session 1 Pg Cert Geog Ed
Session 1 Pg Cert Geog Ed
Session 1 Pg Cert Geog Ed
Session 1 Pg Cert Geog Ed
Session 1 Pg Cert Geog Ed
Session 1 Pg Cert Geog Ed
Session 1 Pg Cert Geog Ed
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Session 1 Pg Cert Geog Ed

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  • 1. Contemporary Issues in Geography Education Outline 1) Epistemology of Geography and Geography education 2) Understanding and progression in learning 3) Developing a curriculum model 4) Learning theory 5) Pedagogies – developing our approaches to learning 6) Developing reflective practice through small-scale action research
  • 2.  
  • 3.
    • What allows you to understand this image?
    • How have you made sense of this image?
    • Does this help give us an insight into what it means to be a geographer?
  • 4. GEOGRAPHICAL IMAGINATIONS How might this principle be important in considering how we develop a new curriculum?
  • 5. Epistemological Considerations What types of knowledge and understanding are developed through Geographical thought and research? How can we begin to structure these ideas to make sense of our experience?
  • 6. THE GEOGRAPHICAL IMAGINATION Settlement Culture Rivers Weather and climate Geography of conflict Landscape management Enquiry GIS Drawing maps Use of statistics Space Place Cultural Diversity
  • 7. How does the discussion so far relate to your initial reading?
  • 8. According to Bennetts, what is he essence of understanding?
  • 9. Reflect on your own school-based experience – how would you define progression?
  • 10. Can we think of progression as being multi-faceted? PROGRESSION TOWARDS …….. a target (may only slightly develop the a geographical imagination) PROGRESSION IN …….. Knowledge and understanding of the subject (requires a deeper involvement with the subject) PROGRESSION AS ……. a geographer (requires a shift in perception and the development of a clear geographical imagination)
  • 11. External requirements for the curriculum as defined by formal specifications and external bodies Demands of the curriculum as planned and operated by teachers Capabilities of students advance with increasing maturity and experience The Geography Curriculum as the vehicle for developing progression in students’ geographical understanding Content structure processes After Bennetts, 2005

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