International Research in Geographical and Environmental Education
Editors: A/Prof John Lidstone, Queensland University of Technology and Prof Joseph P. Stoltman, Western Michigan University
Book Review Editor: Dr Sarah Witham Bednarz, Texas A & M University
Editorial Assistant: Donna Bennett, Australia
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Volume: 13 Number: 3 Page: 239–250
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Do Curriculum Reforms Affect Classroom Teaching in Geography? The Case Study of Switzerland
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Sibylle Reinfried
Ludwigsburg University of Education, Department of Geographie, Reuteallee 46, 71634 Ludwigsburg, Germany
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The Swiss national curriculum for upper secondary schools requires geography to be taught according to new paradigms concerning subject contents and learning methodology. Today, nearly 10 years after the new curriculum was enacted, the question arises whether the paradigmatic changes were acknowledged by geography teachers and integrated into their teaching. This paper explores what teachers teach today in geography classes, relating it to teachers’ constructs of the images of geography. The paper further describes to what extent the interests of teachers and students in the subject diverge. The paper concludes with considerations of the implications for curriculum improvements, teaching methodology and teacher education.
Keywords: geography education, perception of geography, paradigm shifts, secondary schools, Switzerland
© 2004 S. Reinfried
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