A critical account of what "geography" means to primary trainee teachers in England. Issue 2 (3rd April 2018)

• Record Type: Journal Article
• Authors: Puttick, Steven; Paramore, John; Gee, Nick
• Is Part Of: International research in geographical and environmental education. Volume 27:Issue 2(2018)
• Page Start: 165
• Page End: 178
• Publication Date: 2018-04-03
• Subjects: Primary geography -- primary teachers -- conceptions -- initial teacher education; Environmental education -- Periodicals; Geography -- Study and teaching -- Periodicals; 333.707
• DOI: 10.1080/10382046.2017.1321304
• Languages: English
• ISSNs: 1038-2046

Abstract

ABSTRACT: Research on trainee teachers' conceptions of geography has criticised their views for being limited, and failing to appreciate the breadth or depth of geography. A body of research in this area has developed over the past two decades, producing well-established classifications through which to analyse conceptions of geography. This contribution breaks from these classifications by offering a critical review of the existing literature and then, drawing on critical theory, distinguishing between geography as knowing, understanding, and acting. Findings from a survey of first year undergraduate primary trainee teachers ( n = 42) are analysed through this critical framework, and it is argued that there is a distinct Cartesian duality in the way that respondents see the world as an object of study for learners as cognising subjects. This is argued to be problematic and, in response, a moral vision for school geography is outlined that represents geography in terms of a critical praxis.