Geography Teacher Education and Professionalization

This book focuses on how current and prospective teachers worldwide are prepared for the significant task of teaching geography, given the important role of teachers. It eschews a traditional career-centric framework (pre-service, in-service teaching) in favor of a topical approach toward issues that all teachers face. The book updates thinking on geography education subfields such as GI education and fieldwork and traces important contemporary discourses such as digitalization and sustainability. The book further explains the broad variety of institutionalization of geography teacher education in various political systems. In short, this book collects strategies for geography teacher educators worldwide to provide insight into the challenges, conditions, and solutions present at the classroom and institutional level. As such, this book is a must-have for teacher educators and geography teachers worldwide.

Helps to re-design and improve teacher education courses worldwide Provides global perspectives on geography teacher education Updates thinking on geography education

Auteur

Eyüp Artvinli is full professor in the Faculty of Education at Eski ehir Osmangazi University, Turkey. He was also the Editor-in-Chief of the Review of International Geographical Education (RIGEO) between 2011 and 2021. After working for nine years as a geography teacher in different high schools, Eyüp worked as a commission member on the Board of Education at the Ministry of Education in Ankara before he began work at Eski ehir Osmangazi University in 2008. His main focus areas are teacher education, curricula in high schools, textbooks, active learning, teacher training, digital geography education, and GIS in schools in geography. He is the author of the research book entitled Teacher Training in Geography in Turkey/ Pre-Service and In-Service Needs Analysis

Inga Gryl is professor for social and science education at the Department of Geography at University of Duisburg-Essen, Germany. She gained degrees at Friedrich-Schiller University, Germany, and Dalarna University, Sweden. After her PhD in 2012 at University of Koblenz-Landau, Germany, she was appointed as professor at Technical University of Chemnitz, Germany, in 2013. In 2018, she was guest professor at the University of Vienna, Austria. She has been vice-president and president of the German Association of Geography Education from 2014 to 2019. Her research focuses are digitalization in everyday spatial settings, learning processes and teacher education, geomedia in educational settings, concepts of space and everyday making of geographies among children, innovativeness in education, and education for sustainability.

Jongwon Lee is professor of Social Studies Education (geography education major) at Ewha Womans University, Seoul, South Korea. Prior to joining Ewha Womans University in 2006, he worked for the American Association of Geographers in Washington, DC, USA as an education fellow from 2005 to 2006. He received his B.A. (1997) and M.A. (2000) degrees in geography education from Seoul National University. He completed his Ph.D. (2005) in geography education at Texas A&M University, USA, developing the Spatial Thinking Ability Test (STAT) and assessing the impact of GIS learning on spatial thinking abilities. He has served as Secretary of the Commission on Geographical Education of the International Geographical Union.

Jerry T. Mitchell is professor and chair of the Department of Geography at the University of South Carolina, USA. He is also Director of the Center of Excellence for Geographic Education and a faculty affiliate with the Hazards and Vulnerability Research Institute. He has authored more than sixty articles and book chapters, with work appearing in the journals Natural Hazards Review, Environmental Hazards, Cartography and GIS, and the Annals of the American Association of Geographers. Dr. Mitchell served as Editor of the Journal of Geography from 2010 through 2019 and as President of the National Council for Geographic Education in 2020.

Contenu
Models of initial teacher education in geography: A systematic review.- Intervention research design in the context of professionalizing future geography teachers Specific potentials of qualitative, quantitative and mixed-methods designs using the example of three empirical studies.- California dreams of global education and environmental literacy: Problems and prospects for the professionalization of geography education.- Tough, but worth the effort: Collaboration for professional development strengthens geography education.- Fostering professionalism for geography in primary schooling.- The potential and reality of geography - Major graduate education for improving primary teachers' professionalism in primary geography education: Focusing on South Korea.- Problems and understanding of professionalization of secondary school geography teachers In China.- The professional development of teachers of geography in England.- The effects of the Bologna Declaration on the initial trainingof geography teachers: The case of Portugal.- English experience of developing identities of pre-service geography teachers.- Research publications' impact on geography teachers.- South African geography teachers' involvement in self-directed professional development activities in geography education.- The role of pre-service teachers' misconceptions in the geography teacher education.- Between the atlas and the purple crayon - Purple mapping and place-based education in geography teacher-training studies and experience.- GIS education literacy for students of geography education and geography teachers Developing and evaluating GIS educational programs at Leibniz University of Hanover.- Towards an Augmented Geography Education.- Digital geography education a collaborative seminar concept about using digital media in geographical educational processes (good practice in geography teacher education).- The Anthropocene's Implications for Professional Ethics in American Geography Education.- Geospatial Technologies for Social Justice: Food Justice Investigations for teachers and youth.- Beginning teachers' evaluation and perceived challenges in using geography fieldwork inquiry in Singapore.- Changes in student teachers' understanding of using tasks through international exchange.- Mentoring school student research as an approach to geography teacher professional development.- The pedagogical practice of pre-service secondary geography teachers: Influences from and beyond the Geography Methodology course.- What do Geography Students Need to Learn to Become Professional Teachers?.- Pedagogical reasoning: A window into the professional knowledge of geography teaching.- New challenges and opportunities to geography teacher education - Inspiration geography.- Conclusion.