Macquarie University ResearchOnline

Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/110910

Title

Articulating the pedagogical content knowledge of accomplished geography teachers

Related

Geographical education, Vol. 22, (2009), p.40-50

Publisher

Australian Geography Teachers' Association

Date

2009

FoR/RFCD Code(s)

130200 Curriculum and Pedagogy

Author/Creator

Lane, Rod

Description

This paper reports an analysis of the pedagogical content knowledge (PCK) of two experienced teachers; it examines how this knowledge is used to inform classroom practice and how it might assist in the process of the development of the accomplished standard for Geography teaching. These detailed case studies of the teachers examine their beliefs and practices as they teach a unit on tropical cyclones to Year 9/10 students. The studies highlight differences in the teachers' content knowledge and their pedagogical understandings and contrast their approaches to investigating and assessing students' preconceptions. These case studies suggest that a willingness to allow students' expression of naive theories in class, and a teacher's confidence and awareness to use common preconceptions to shape teaching and learning may assist students' educational development and their deep understanding of key geographical concepts. Recommendations are presented that have implications for the setting of the accomplished standard for Geography teaching.

Description

11 page(s)

Subject Keyword

130200 Curriculum and Pedagogy

Resource Type

journal article

Organisation

Macquarie University. Dept. of Education

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Identifier

http://hdl.handle.net/1959.14/110910

Identifier

ISSN:0085-0969

Identifier

mq-rm-2009005597

Language

eng

Reviewed

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Subject

"Geographical education"

 

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