Brooks, C;
(2017)
Pedagogy and identity in initial teacher education: developing a 'professional compass'.
Geography
, 102
pp. 44-50.
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Abstract
In response to recent trends in geography initial teacher education, this article argues why it is important for new teachers to be supported by geography specialists. In the first section the article outlines why having a strong geographical identity is important for teachers. The second section explores different approaches to what it means to be a 'good' geography teacher and the pedagogical implications for teacher education. Taken together, these two strands show how new geography teachers need to develop their disciplinary perspective on why teaching geography matters. The article argues that they are best placed to do so when supported by other geography specialists.
| Type: | Article |
|---|---|
| Title: | Pedagogy and identity in initial teacher education: developing a 'professional compass' |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | http://www.geography.org.uk/Journals/Journals.asp?... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Social Sciences, Geography |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1555970 |
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