Enhancing teachers' expertise through curriculum leadership - Lessons from the GeoCapabilities 3 project

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F22%3A10454694" target="_blank" >RIV/00216208:11310/22:10454694 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=zB4z0WDNoO" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=zB4z0WDNoO</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/00221341.2022.2149838" target="_blank" >10.1080/00221341.2022.2149838</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Enhancing teachers' expertise through curriculum leadership - Lessons from the GeoCapabilities 3 project

Popis výsledku v původním jazyce

GeoCapabilities is a distinctive approach to teacher professional development which foregrounds the educational potential of geographical knowledge. This paper examines the effect of GeoCapabilities on geography teachers&apos; expertise. First, the paper explores a problem of teacher training which privileges technique for classroom effectiveness over geographical thinking. We then introduce the GeoCapabilities 3 project, presenting and discussing findings through teachers&apos; reflections. We argue that GeoCapabilities 3 offers a model of teacher development, which supports teachers as leaders of curriculum change in an &apos;activist profession&apos;. This is needed if geography education is to equip young people with knowledge capabilities for their future.

Název v anglickém jazyce

Enhancing teachers' expertise through curriculum leadership - Lessons from the GeoCapabilities 3 project

Popis výsledku anglicky

GeoCapabilities is a distinctive approach to teacher professional development which foregrounds the educational potential of geographical knowledge. This paper examines the effect of GeoCapabilities on geography teachers&apos; expertise. First, the paper explores a problem of teacher training which privileges technique for classroom effectiveness over geographical thinking. We then introduce the GeoCapabilities 3 project, presenting and discussing findings through teachers&apos; reflections. We argue that GeoCapabilities 3 offers a model of teacher development, which supports teachers as leaders of curriculum change in an &apos;activist profession&apos;. This is needed if geography education is to equip young people with knowledge capabilities for their future.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50701 - Cultural and economic geography

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Geography

ISSN

0022-1341

e-ISSN

1752-6868

Svazek periodika

121

Číslo periodika v rámci svazku

5-6

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

11

Strana od-do

162-172

Kód UT WoS článku

000898961800002

EID výsledku v databázi Scopus

2-s2.0-85146947375