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: 17 Number: 1 Page: 13–39
doi:10.2167/irgee226.0
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Research article
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Knowledge Bases for Effective Teaching: Beginning Teachers' Development As Teachers of Primary Geography
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Fran Martin
School of Education and Lifelong Learning, University of Exeter, Exeter, EX1 2LU, UK
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This paper reports the findings of a research project into beginning teacher development conducted in the United Kingdom. A model for beginning teacher development in the field of primary geography is proposed which looks at the relative knowledge bases needed for effective geography teaching. The model is used to aid analysis of data gathered from a series of lessons observed for two beginning teachers, providing an overview of their development over an eighteen-month period. Personal Construct Theory, specifically Mair's (1971) ‘Community of Self’, provides a framework for theorising about the similarities and differences between the two. This leads to the generation of a number of ideas about beginning teacher development in primary geography, including the possible need to develop a new paradigm for geography suited to the primary context, that of ethnogeography.
Keywords: ethnogeography, primary geography, teacher development, subject knowledge
Copyright © 2008 F. Martin
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