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Geocapabilities: teachers as leaders
This document outlines the GeoCapabilities project which aims to develop geography teachers as curriculum leaders through a capabilities approach. The project has five main goals: 1) raising awareness of geography's contribution to society; 2) describing geography teaching requirements; 3) developing an international exchange of best practices; 4) establishing a research agenda; and 5) creating a professional network. It involves two phases: theoretical perspectives on curriculum, powerful knowledge, capabilities and leadership; and a teacher training course covering disciplinary capabilities and curriculum making. The goal is to empower teachers as curriculum advocates through online resources and professional development.
Geocapabilities: teachers as leaders
- 1. Project partners Teachers asCurriculum Leaders: a geocapabilities approach Karl Donert, President EUROGEO, Director: European Centre of Excellence: digital-earth.eu eurogeomail@yahoo.co.uk Geo-Capabilities
- 2. Project partners Curriculum Making Whatis “Geocapabilties”? Phase 1: Theoretical perspectives Phase 2: Teacher training Powerful knowledge and Story maps Teachers as leaders in Curriculum making
- 3. Project partners GeoCapabilities is…. 1) raising awareness of the focus and contribution of geography education for society • Compiling international examples of purposes and values of geography in schools. • Expressing the importance of geographical knowledge for human capability development.
- 4. Project partners GeoCapabilities is…. 2) describing minimum requirements for geography teaching in schools, teacher training Developing teachers as curriculum leaders by helping them connect geographical knowledge with broader educational aims, using capabilities as the bridge.
- 5. Project partners GeoCapabilities is…. 3) developing an (inter)national exchange of good practices. Creating an online teacher-training course for sharing, communicating ideas, information, and good practices - developing geography teachers as curriculum leaders. Embracing how geography is understood and expressed.
- 6. Project partners GeoCapabilities is…. 4) developing a research agenda for geography education Assembling, collating and analyzing information on existing models of teacher training Analyzing ‘cases’ of best practice in geography teacher education (in depth interviews with teachers, teacher trainers, and mentors). .
- 7. Project partners GeoCapabilities is…. 5) creating a strong professional network structure Forging worldwide collaborations among geography organizations and teacher education programs. Growing a community of practice among geography teachers.
- 8. Project partners GeoCapabilities Phase1 National Geography standards - contribution to the development of human capabilities In what ways is geography a “powerful knowledge”?
- 9. Project partners GeoCapabilities Phase1 In what ways is a capabilities approach helpful to teachers in “bridging” geography content and broader educational goals for human development?
- 10. Project partners Preliminary Frameworkfor Curriculum Making • Promote individual autonomy and freedom • Ability to use their imagination and to be able to think and reason. • Identifying and exercising one’s choices in how to live based on worthwhile distinctions with regard to citizenship and sustainability. • Understanding one’s potential as a creative and productive citizen in the context of the global economy and culture.
- 11. Project partners Phase 2:Theoretical Background Four interconnected ideas: • Curriculum • Powerful knowledge • Curriculum making • Capabilities Training Teachers Professional Development Course
- 12. Project partners 1. Curriculum 1.The importance of Aims Every student should be able to lead a flourishing life, to help others to do so too, to form a broad background of understanding (Reiss and White 2013) 2. The importance of Content Every student needs access to essential knowledge and understanding, skills for capacity development (eg making choices)
- 13. Project partners 1. Curriculum 1.The importance of Aims Every student should be able to lead a flourishing life, to help others to do so too, to form a broad background of understanding (Reiss and White 2013) 2. The importance of Content Every student needs access to essential knowledge and understanding, skills for capacity development (eg making choices) The overarching ‘curriculum questions’ are: What shall we teach? How do we justify this?
- 14. Project partners 2. PowerfulKnowledge (PK) • Developed by Michael Young (2008). • Refers to knowledge you are unlikely to acquire at home or in the workplace • Knowledge needed to become active citizens and workers in the complex modern world, sometimes called a ‘knowledge society’ Young, M. (2008). From constructivism to realism in the sociology of the curriculum. Review of research in Education, 32(1), 1-28.
- 15. Project partners PK Characteristics– (PDK) Young, M. (2008). From constructivism to realism in the sociology of the curriculum. Review of research in Education, 32(1), 1-28. evidence based conceptual, theoretical part of a system of thought dynamic, evolving, changing beyond the direct experience of the teacher /learner sometimes counter- intuitive discipline based
- 16. Project partners 3. CurriculumMaking (Lambert et al, 2015) • Leadership, taking responsibility through ‘curriculum making’ • ‘Future 3 curriculum’: led by ‘... the epistemic rules of specialist communities’ • Ways to understand the world and take pupils beyond their everyday experience Lambert, D., Solem, M., & Tani, S. (2015). Achieving Human Potential Through Geography Education: A Capabilities Approach to Curriculum Making in Schools, Annals of American Association of Geographers, 105(4), 723-735
- 17. Project partners http://www.geography.org.uk/cpdevents/curriculum/curriculummaking/ 3. CurriculumMaking Student Experiences Geography: the disciplineTeacher Choices Which learning activity ? Thinking Geographically Underpinned by Key Concepts Does this take the learner beyond what they already know ?
- 18. Project partners 4. Capabilities(Sen and Nussbaum, 2015) • Relates closely to active citizenship education • What is essential in education for us to be “capable” human beings? • GeoCapabilities = what does Geography education offer? Nussbaum, M. and Sen, A. (1993). The quality of life. Oxford: Oxford University Press
- 19. Project partners Geography aspowerful knowledge (in the Anthropocene) Geography encourages, • ‘world knowledge’: deep, descriptive and explanatory • the development of the relational thinking that underpins geographical thought • a propensity to think about social, economic and environmental futures (Lambert, 2013) Lambert, D. (2013). Geography in school and a curriculum of survival. Theory and Research in Education, 11(1), 85-98.
- 20. Project partners http://www.geocapabilities.org Story Mappingto express PDK • conservation areas and National Parks http://tinyurl.com/geocapsm1 • climate change, greenhouse emissions and consumerism http://tinyurl.com/geocapsm2
- 21. Project partners Story Mappingto express PDK http://tinyurl.com/geocapsm2
- 22. Project partners Leadership (Boldenet al., 2012) • engagement with influential colleagues - mentor • professional autonomy in academic work • Informal process, engage in ‘self-leadership’ • Develop shared academic values • Span boundaries - externally related actions • Identity construction - empowered Bolden, R., Gosling, J., O'Brien, A., Peters, K., Ryan, M. K., Haslam, S. A., ... & Winklemann, K. (2012). Academic leadership: changing conceptions, identities and experiences in UK higher education. Leadership Foundation for Higher Education,.
- 23. Project partners Four teachertraining modules 1. Defining and developing disciplinary capabilities 2. Curriculum making by teachers 3. Connecting capability with curriculum making - video case studies. 4. Curriculum leadership and advocacy
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