GEReCo UK IGU-CGE

Geography Education Research Collective / UK Commission on Geographical Education of the International Geographical Union

Tag: Research

  • What do we know about initial teacher education in geography?

    Simon Catling, Emeritus Professor Oxford Brookes University

    What do we know? Surprisingly little it seems, at least from scholarly articles and research.

    Though we have details about issues in teacher recruitment and entry into the workforce (Tapsfield, 2016; UCET, 2023), initial teacher education is not a well-researched area, as Butt (2020) indicates in his study of research in geography education in the UK.

    There has been some research during the past twenty to thirty years mostly in small scale and single institution studies and typically examining prospective teachers’ ideas about geography, their learning about teaching geography and teacher educators’ identities.  But there has been plenty of public debate on what should be included in geography teacher education programmes in universities or schools, frequently referencing Ofsted inspections, and government policies that determine broadly what should be in courses. Much of what we understand about geography initial teacher education is gained through geography teacher educators talking to each other, such as through publications and conference presentations. While longstanding key texts, such as Learning to Teach Geography in the Secondary School (Biddulph et al., 2021) provide invaluable guidance for pre-service geography teachers, they say little about the nature and impact of their courses for such prospective geography teachers. This is also true of those texts for future primary teachers, such as Mastering Primary Geography (Barlow and Whitehouse, 2019). 

    Perhaps it should be of concern to us that as geography teacher educators we know so little about learning to teach our subject from research, even though ‘research engagement’ is now de rigueur in the teaching profession. (Lambert, 2018)

    Secondary teacher education programmes are promoted with succinctly informative outlines of why they are of value in learning to teach geography. Such promotions identify what courses say they cover, including the time and focus of teaching and study in school. What we cannot get a sense of – though perhaps we need to investigate – is whether what is advertised about geography secondary courses is lived up to in the practice of the full programme. In comparison, primary initial teacher education programmes offer a different sales pitch, basing these courses in teaching the whole curriculum and developing younger children’s skills in the core areas of literacy and mathematics. Geography rarely gets a mention. We need to explore why marketing geography (and indeed other foundation subjects) in primary courses is rare and whether geography course provisions ought to be more evidently mentioned. 

    If we believe that learning to teach geography in certain ways is necessary and significant for future teachers, we need to research what this is and gather the evidence. Likewise, we should investigate what it is that prospective teachers of geography bring to these primary and secondary programmes. Why do they join the programme they do, as undergraduates or postgraduates? What is the range of understanding and experience pertinent to geography which they and tutors assume they have? How do geography tutors use such information in their courses, if they do? Again, we know positive approaches are enacted but largely through anecdotal discussions rather than thorough robust research investigation.

    While there are some commonalities across secondary and primary pre-service programmes there are also fundamental differences. A prospective secondary geography teacher will spend time in school (preferably more than one) working with geography colleagues and teaching geography lesson sequences, often (but not always) encouraged to bring stimulus and some novelty to lessons. Although it may well be that future primary teachers are able to teach lessons in a focused geography topic during their school experiences, it is possible they may not encounter geography teaching at all. We know such disparities exist, but we need research on the extent of the range of experience of future primary and secondary teachers in learning to teach geography in schools. What is the extent of such disparities and how do they affect future teachers’ potential and capabilities as teachers of geography? 

    Much has been made of the role of curriculum making in geography education (Biddulph, 2018). In what ways does this intellectual and practical activity feature in preservice courses and, if it does, how does it contribute to high levels of teacher agency (Biesta, Priestley and Robinson, 2015). More investigations into the work of geography mentors, given their important role, is also needed, to develop their work in secondary geography initial teacher education (Healey et al., 2022). It is also required to provide evidence of the practice (or its lack) by primary geography subject leads (Howells et al., 2021). Indeed, we might ask, who the primary geography mentors are and how are they chosen; and, if geography is well taught in the primary schools to which prospective teachers are sent for their school placements. Is there any evidence for example that primary schools which have earned the GA’s Primary Geography Quality Mark are better placements than those without? And why?

    These topics and issues are not simply matters for the countries of the UK. There is little available information about the nature of the course content in secondary and primary pre-service courses across the nations of the world. Overall, research is lacking across institutions and schools about how courses are taught and what their impact is, let alone about comparability between providers. With the increasing diversity of providers and their number, this is not a straightforward concern to research. Indeed, this diversity has become a legitimate matter of research in its own right as private individuals and groups have begun to take an entrepreneurial interest in teacher training – and in some settings with very little public accountability (eg Black, 2015).

    In much of the world, there appears to be negligible (comparative) analysis of pre-service geography courses, their staffing, their time provision, their resourcing and the placements of their prospective teachers of geography. There is little to draw on globally to help future research and comparison.

    The geography education research community debates curriculum questions and the question of geographical knowledge (eg Morgan and Lambert, 2023). Individuals share experiences, ideas and intentions about teaching pe-service teachers how to teach geography to infant children right through to A level students. Yet as a community we seem to find it difficult to research and draw well-grounded findings from teaching pre-service students and their courses, so that we can develop, (re)construct and be creative about the courses we provide. The community seems to have been more trusting of service and experience than of research, capable of critiquing preservice course strengths and limitations and of government proposals and policies, but reluctant to examine presumptions and claims through systematic and dispassionate research.

    Geography pre-service teacher education has been working in an environment of changing expectations and shifting requirements for many years, which seem to need constant shifts of focus and course revisions, if not closure. Before one set of changes can bed in and be properly reviewed for effectiveness or efficacy, the next set of changes seem designed to ensure that this is not possible to do, and so we move, poorly informed, from one set of changes to another. Does this really matter other than to ourselves? If it does, how can we fund and find the time in busy and over-pressed working schedules to do the research into our own practices?

    References

    Barlow, A. and Whitehouse, S. (2019) Mastering Primary Geography. London: Bloomsbury.

    Biddulph, M. (2018) Curriculum Enactment in Jones, M. and Lambert, D. (Eds) Debates in Geography Education.Abingdon: Routledge.

    Biddulph, M., Lambert, D. and Balderstone, D. (2021) Learning to Teach Geography in the Secondary School: A companion to school experience. Abingdon: Routledge.

    Biesta, G., Priestley, M. and Robinson, S. (20115) “The role of beliefs in teacher agency.” Teachers and Teaching21(6), 624-640.

    Black, L. (2015) Schools officials’ consulting raises questions of transparency. Chicago Tribune. October 23. https://www.chicagotribune.com/suburbs/lake-county-news-sun/ct-educational-consulting-stevenson-met-20151023-story.html?fbclid=IwAR2Ff925lv5dZZqWTdzeiv77_fFh8yToKQVwtHz6SYle6OCvX0g8ZcGFkl0

    Butt, G. (2020) Geography Education Research in the UK: Retrospect and Prospect. Cham: Springer.

    Healey, G., Hammond, L., Puttick, S. and Walshe, N. (Eds) (2022) Mentoring Geography Teachers in the Secondary School: A Practical Guide. Abingdon: Routledge.

    Howells, K. and Lawrence, J. with Roden, J. (2021) Mentoring Teachers in the Primary School: A Practical Guide. Abingdon: Routledge.

    Lambert, D. (2018) Teaching as a research-engaged profession: uncovering a blind spot and revealing new possibilities, London Review of Education. 16(3) 357-370.

    Morgan, J. and Lambert, D. (2023) Race, Racism and the Geography Curriculum. London: Bloomsbury Academic

    Tapsfield, A. (2016) Teacher education and the supply of geography teachers in England. Teaching Geography, 41(2), 105-109.

    UCET (2023) Response to the Call for Evidence to the Education Select Committee: Teacher recruitment, training and retention. London: UCET.

  • Dialogue in Climate Engineering with Youth, or ‘DICEY’

    A new project funded as part of the UKRI / Royal Society of Arts ‘Rethinking Public Dialogue’ series.

    Dr Elizabeth Rushton (University College London’s Centre for Climate Change and Sustainability Education) and Dr Lynda Dunlop (University of York)

    In September 2022, the Royal Society of Arts and UKRI announced a series of nine projects to be funded over the next year focused on ‘Rethinking Public Dialogue’. One of these projects is ‘DICEY’ – Dialogue in Climate Engineering with Youth, co-led by Lynda Dunlop and Lizzie Rushton. DICEY is an innovative approach to public dialogue on emergent science and policy on climate interventions, focusing on question creation. As such, this project sits at the interface of geography and science and also draws on approaches and understanding from geography education and science education. DICEY’s participatory and collaborative approach  involves online workshops with under-represented publics (youth, aged 16-24), scientists, policy-makers and artists. Dialogue will result in the production of artist-illustrated ‘climate questions’ cards, to stimulate further online public dialogue. DICEY is intended to be inclusive and intergenerational, involving reciprocal relationships with participants, and inverting norms to make scientists and policy-makers the ‘public’ for youth questions.  

    DICEY builds upon existing research on dialogue in climate interventions and is set against the context in which young people report feelings of betrayal and anxiety associated with beliefs about inadequate government response to climate change (Hickman et al., 2021). In the context of climate interventions, the dominant approach to researching public engagement to date has been to ask participants (typically, adults) to appraise the acceptability of different proposals, often involving presentations by researchers ‘close to the science’. This presents a particular challenge for new technologies because public awareness tends to be low (Scheer & Renn, 2014), and so there has been a move towards deliberative approaches which introduce new ideas to various publics. Challenges associated with these approaches include deferral to scientific authority, even on non-scientific questions, and problematic framings (Corner & Pidgeon, 2015), for example natural framings (such as comparisons with volcanic eruptions) or those which favour fast-acting and impactful climate interventions (Mahajan, Tingley & Wagner, 2019). Dialogue is often structured around specific techniques with little consideration of alternative (social, political, economic) responses to climate change. Attempts have been made to respond to these challenges (cf. Bellamy et al., 2014) through a reduced role for scientists and the use of tentative language to design interventions. DICEY, in contrast, fully involves scientists and policy-makers in a different capacity – as accountable to youth questions and concerns – through public switching – and builds youth capacity to participate in dialogue. DICEY puts youth in the position of identifying their priorities, articulating concerns and creating questions for those who are in positions of influence – and engaging scientists and policy-makers directly with these questions. This mitigates impacts of issue framing and the presence of scientific authorities and allows youth to frame issues in ways relevant to them.

    DICEY builds on Lynda and Lizzie’s previous work, ‘Geoengineering: a climate of uncertainty?’ where, through a series of online workshops, they engaged youth (18-25 years) from across Europe in the scientific, ethical, social and political dimensions of climate intervention, resulting in the co-authorship of a policy brief and academic articles (Dunlop et al., 2021; 2022). This project forms an important baseline for DICEY, and the principles of reciprocity, co-authorship, questioning and dialogue, have been incorporated into the design of DICEY. Although ‘climate of uncertainty?’ was dialogic in its methods, the team is not involved in science or policy-making in geoengineering. DICEY makes this connection between youth, scientists and policy-makers.   

    Workshops with youth (16-24 years) will take place in late 2022, with a second phase of workshops with policy-makers and scientists in early 2023. If you would like to be involved in either series of workshops or would like to find out more about the project, please do get in touch with Lizzie (l.rushton@ucl.ac.uk) or Lynda (lynda.dunlop@york.ac.uk) or follow us on Twitter – @RushtonDr and @UYSEG. More information about the full series of projects can be found at @theRSAorg 

    References

    Bellamy, R., Chilvers, J., & Vaughan, N. E. (2014). Deliberative mapping of options for tackling climate change: Citizens and specialists ‘open up’ appraisal of geoengineering. Public Understanding of Science, 25(3), 269–286.

    Corner, A., Parkhill, K., Pigeon, N., & Vaughan, N. E. (2013). Messing with nature? Exploring public perceptions of geoengineering in the UK. Global Environmental Change, 23(5), 938–947.

    Dunlop, L., Rushton, E.A.C., Atkinson, L., Blake, C., Calvert, S., Cornelissen, E., Dècle, C.M.M., De Schriver, J., Dhassi, K.K., Edwards, R.P.R., Malaj, G., Mirjanić, J., Saunders, W.E.H., Sinkovec, Y., Stadnyk, T., Štofan, J., Stubbs, J.E., Su, C., Turkenburg-van Diepen, M., Vellekoop, S., Veneu, F. and Yuan, X. (2021). An introduction to the co-creation of policy briefs with youth and academic teams. Journal of Geography in Higher Education. http://dx.doi.org/10.1080/03098265.2021.2001793.

    Dunlop, L., Rushton, E.A.C., Atkinson, L., Blake, C., Calvert, S., Cornelissen, E., Dècle, C.M.M., De Schriver, J., Dhassi, K.K., Edwards, R.P.R., Malaj, G., Mirjanić, J., Saunders, W.E.H., Sinkovec, Y., Stadnyk, T., Štofan, J., Stubbs, J.E., Su, C., Turkenburg-van Diepen, M., Vellekoop, S., Veneu, F. and Yuan, X. (2022). Youth co-authorship as public engagement with geoengineering. International Journal of Science Education (Part B).https://doi.org/10.1080/21548455.2022.2027043

    Hickman, C., Marks, E., Pihkala, P., Clayton, S., Lewandowski, R. E., Mayall, E. E., … & van Susteren, L. (2021). Climate anxiety in children and young people and their beliefs about government responses to climate change: a global survey. The Lancet Planetary Health, 5(12), e863-e873.

    Mahajan, A., Tingley, D., & Wagner, G. (2019). Fast, cheap, and imperfect? US public opinion about solar geoengineering. Environmental Politics, 28(3), 523–543.

    Scheer, D., & Renn, O. (2014). Public perception of geoengineering and its consequences for public debate. Climatic Change, 125(3), 305–318.

  • GEReCo and research priorities

    By David Lambert

    On publishing its ‘research reviews’, including the one on geography, Ofsted stated that the intention was to “set out the research that has informed our thinking on subject quality”. One of Ofsted’s so-called ‘filters’ in reviewing research was the recognition that “curriculum is different from pedagogy”. In other words, the official watchdog on standards recognises that a key element in judging quality in geography is the curriculum per se, defined as “what teachers teach and when, and what pupils learn”[1]. We go on to read that in its future subject reports, inspectors will judge “the extent to which teaching supports the goals of the subject curriculum.”

    Since its inception GEReCo has burned the flame for curriculum focussed scholarship and must continue to do so.

    However, it needs to do so with a fierce independence, for what Ofsted means or implies by curriculum may not be entirely consistent with what some of us at least feel is at stake. John Morgan recently outlined this disjuncture in his review of the Ofsted document:[2] because “… the curriculum is seen as an ‘object’ rather than as a ‘problem’, all that is left is to explain how best to organize it, plan for progression, and teach it – hence the overwhelming focus of the Review [is] on pedagogy and assessment.” But the curriculum problem remains, looming like the proverbial elephant in the room: how do teachers justify geography in the school curriculum and what should we teach?

    Perhaps we need look no further than the following words to see the significance of John’s point. Ofsted states that “Progress in curricular terms means knowing more and remembering more, so a curriculum needs to carefully plan for that progress by considering the building blocks and sequence in each subject.”

    This to me conjures images of Nero fiddling while Rome burns. There are doubtless other metaphors. But merely teaching geography efficiently and effectively to ‘ensure progression’ (which utterly defies precise, technocratic definition anyhow – at least beyond ‘remembering more’) is a woefully inadequate expression of an educational response to contemporary needs and challenges. For instance, how does teaching geography contribute to the education of children and young people in a world where

    • colonial and imperial violence, and the enduring injustices that have followed, are now more widely understood and acknowledged;
    • the climate emergency is causing death, economic mayhem and displacing tens of millions of people across the globe;
    • biodiversity loss, again on a global scale, is already looking cataclysmic;
    • human-nature relations are now so mixed up (partly a result of almost 8 billion people on the planet) that the Covid-19 pandemic is best not thought of as a ‘one-off’?

    These are existential threats, not abstract ‘world problems’. They are all present in the here and now. That is, they are experiential. But all are also geographical, or at least have geographical dimensions. Geographers are amongst those contributing new knowledge, perspectives and insights across all of these areas. The school geography curriculum has the enormous challenge of responding to pupils’ lived experiences while at the same time enabling them better to understand these in broader contexts. This is where ‘school subject’ meets ‘discipline’. It is not so much about rewriting the curriculum with better, new or more up to date selections to teach in schools, but more to do with the relationship we have with knowledge and the infrastructure that exist to support teachers in the development of this relationship – and building that relationship to ‘what we know and how we know it’ with pupils too. This is not easy and is nothing less than grappling with the challenges and ambition of Future Three curriculum making[3] – incidentally, the lynchpin of GeoCapabilities[4].

    So GEReCo is definitely right in promoting and developing deeper and broader links with the wider discipline (along with the RGS-IBG and GA). But the particular strength of GEReCo must be to examine the school curriculum implications – because of course, as Zongyi Deng[5] points out in his most recent paper, what is taught in school, even under the banner of that frequently misappropriated term ‘powerful knowledge’, is not just influenced by developments in the discipline. He makes a call for continued conceptual research on knowledge, how content selections are made and the role of teachers in curriculum making – in a manner that is not ‘above’ politics but neither is unaware of social, cultural, environmental and political contexts in which we live. It is for example noteworthy the surge of interest in issues of race and racism in society that has followed the resurgence of Black Lives Matter, and a growing number of individuals and groups are now thinking hard about how school geography must respond. It also is a matter of record the step change in popular understanding of the climate emergency and its differential effects around the world, including within the British Isles. Furthermore, Brexit has resulted in a political dynamic that requires recalibration of the UK’s relationship with Europe and the rest of the world – which clearly risks the very existence of the UK in its current form.  These are all epochal issues, and it is interesting how reluctant educationist in general seem to be in confronting the question of what appropriate educational responses should be. Guy Claxton’s riveting new read on the ‘future of teaching’[6], for example, barely mentions such issues and neither does Debra Kidd’s ‘curriculum of hope’[7] whilst acknowledging we live in ‘trying times’.

    Deng calls for empirical work on the curriculum and in geography this could – should maybe – address those matters alluded to in the previous paragraph. Easier said than done perhaps. But now is surely the time. It might therefore be appropriate for readers to use the comment box to make their own suggestions regarding this call. Comments might then take the form the basis of a further blog post – also taking into account gaps and silences noted in the Ofsted review of research in geography.[8]

    [1] All these quoted words are from https://www.gov.uk/government/publications/principles-behind-ofsteds-research-reviews-and-subject-reports/principles-behind-ofsteds-research-reviews-and-subject-reports

    [2] https://impolitegeography.wordpress.com/2021/06/21/one-review-to-rule-them-all-ofsteds-review-of-research-in-geography/

    [3] Morgan, J., Hoadley, U. and Horden, J. (2019) On the politics and ambition of the ‘turn’: unpacking the relations between Future 1 and Future 3. Curriculum Journal, 30 (2) DOI:10.1080/09585176.2019.1575254

    [4] https://www.geocapabilities.org/

    [5] Deng, Z. (2021) Powerful knowledge, transformations and Didaktik/curriculum thinking, British Educational Research Journal  DOI: 10.1002/berj.3748

    [6] Claxton, G. (2021) The Future of Teaching – and the myths that hold it back. Abingdon: Routledge.

    [7] Kidd, D. (2020) A curriculum of Hope. Independent Thinking Press.

    [8] https://www.gov.uk/government/news/ofsted-publishes-research-review-on-geography