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![Page 1: Student teachers and teacher educators at work with a new approach for teaching geography in primary teacher education Marian Blankman GTE Conference 2014.](https://reader035.fdocuments.net/reader035/viewer/2022062516/56649da55503460f94a90bc3/html5/thumbnails/1.jpg)
Student teachers and teacher educators at work with a new approach for teaching geography in primary teacher education
Marian BlankmanGTE Conference 2014 Winchester
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Program Introduction
My research (the big picture)
The question for today
The (experimental) course: How to teach geography
Discussion
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GTE Conference 2014 Winchester
3My research: How to teach geography
Focus of this presentation: The experimental module and how teacher educators worked with it during the fieldtest.
How can we teach, in a limited number of hours, mainly non specialist student teachers to teach good geography lessons in primary school?
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Question
How capable are teacher educators to apply characteristics of good geography teaching, model their way of working and stimulate the development of metacognitive skills of their students?
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Pedagogical Content Knowledge
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(PCK: Shulman L. , 1986; 1987; Turner Bisset ., 1999; Martin , 2005Geogr: Haubrich, 1992; Van der Vaart, 2001; Van der Schee, 2000; Martin, 2006; Favier, 2012)
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7 characteristics of a good geography lesson
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(Haubrich, 1992; Van der Vaart, 2001; Van der Schee, 2000; Martin, 2006; Favier, 2012)
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Characteristics of the course
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With a translation to the student teachers’ own pratice and a
connection with theory
(Lunenberg, Korthagen, & Swennen, 2007)
Activities that help students to become
conscious about their own learning experiences
(Boekaerts & Simons, 1995; Hacker, Dunlosky,
& Graesser, 2009)
Together with students lessons are
build up.Showing, sharing,
doing yourself.Opportunities for own teaching styles and
couleur locale
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Learning to teach geography:5 meetings
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How did they work with the course?
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Rianne
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Erik
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Johan
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Were they capable to apply….characteristics of good geography teaching?
model their way of working?
stimulate the development of metacognitive skills of their students?
and two years later?
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Discussion/ Questions?
Is this approach also useful in an international context?
What is useful/ What should be changed?
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ContactMarian Blankman
Inholland University of Applied Sciences
School of Education
PO Box 558
2003 RN Haarlem
The Netherlands
+31(0)615279734
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References Boekaerts, M., & Simons, P. R.-J. (1995). Leren en instructie, psychologie van de leerling en het
leerproces. Assen: Van Gorcum.
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009). Handbook of Metacognition in Education. New York/Abingdon: Routledge.
Haubrich, H. (1992). International charter on geographic education. Freiburg: IGU.
Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education 23, 586-601.
Martin, F. (2005). The relationship between beginning teachers' prior conceptions of geography, knowledge and padagogy and their development as teachers of primary geography. Coventry: Unpublished PhD thesis.
Martin, F. (2006). Everyday geography. Primary Geographer, 61, 4-7.
Shulman, L. S. (1986). Those who understand: Knowledge Growth in Teaching. Educational Researcher , 57(1), 1-22.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
Swennen, A., Korthagen, F., & Lunenberg, M. (2004). Congruent opleiden door lerarenopleiders. VELON tijdschrijft voor lerarenopleiders, 25(2), 17-27.
Swennen, A., Lunenberg, M., & Korthagen, F. (2008). Preach what you teach! Teacher educators and congruent teaching. Teachers and teaching: Theory and practice, 14(5-6), 531-542.
Turner-Bisset, R. (1999). The Knowledge Bases of the Expert Teacher. British Educational Research Journal, 25(1), 39-55.
Van der Schee, J. (2000). Helping children tot analyse a changing world: looking for patterns and relationships in space. In Robertson, & R. Gerber, The Child's World. Triggers for learning (pp. 214-231). Melbourne: Acer Press.
Van der Vaart, R. (2001). Kiezen en delen. Beschouwingen over de inhoud van het schoolvak aardrijkskunde. Utrecht: Faculteit Ruimtelijke Wetenschappen Universiteit Utrecht.