The barriers and enablers of curriculum thinking and teacher agency in geography education: a multinational study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F25%3A10503801" target="_blank" >RIV/00216208:11310/25:10503801 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=ioFBr3ROi9" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=ioFBr3ROi9</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/10382046.2025.2466160" target="_blank" >10.1080/10382046.2025.2466160</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The barriers and enablers of curriculum thinking and teacher agency in geography education: a multinational study

Popis výsledku v původním jazyce

There is an increasing urgency, driven by global geopolitical, ecological and climate crises, for geography teachers to use their subject expertise as agents of change to empower children and young people with the knowledge and skills needed to think geographically and better understand our complex and rapidly changing world. This paper brings our international insights about national curriculum contexts and approaches to secondary geography education into dialogue with the concepts of recontextualisation and Future 3 curriculum to consider how we can foster teachers as curriculum makers with agency to decide what to teach and how. We examine the seven national education systems in which the authors work (Czechia, China, United Kingdom (England), Japan, the Netherlands, South Africa and South Korea) to identify the key barriers and enablers geography teachers face when wanting to enact a Future 3 curriculum of engagement that centres powerful knowledge to enhance student capabilities. Guided by Bernstein&apos;s theory of the pedagogic device, we present a novel framework for analysing different curriculum contexts which we suggest could be insightful for educators wanting to foster teacher agency and provide students with epistemic access to powerful disciplinary knowledge in school geography.

Název v anglickém jazyce

The barriers and enablers of curriculum thinking and teacher agency in geography education: a multinational study

Popis výsledku anglicky

There is an increasing urgency, driven by global geopolitical, ecological and climate crises, for geography teachers to use their subject expertise as agents of change to empower children and young people with the knowledge and skills needed to think geographically and better understand our complex and rapidly changing world. This paper brings our international insights about national curriculum contexts and approaches to secondary geography education into dialogue with the concepts of recontextualisation and Future 3 curriculum to consider how we can foster teachers as curriculum makers with agency to decide what to teach and how. We examine the seven national education systems in which the authors work (Czechia, China, United Kingdom (England), Japan, the Netherlands, South Africa and South Korea) to identify the key barriers and enablers geography teachers face when wanting to enact a Future 3 curriculum of engagement that centres powerful knowledge to enhance student capabilities. Guided by Bernstein&apos;s theory of the pedagogic device, we present a novel framework for analysing different curriculum contexts which we suggest could be insightful for educators wanting to foster teacher agency and provide students with epistemic access to powerful disciplinary knowledge in school geography.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

International Research in Geographical and Environmental Education

ISSN

1038-2046

e-ISSN

1747-7611

Svazek periodika

34

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

17

Strana od-do

220-236

Kód UT WoS článku

001422848100001

EID výsledku v databázi Scopus

2-s2.0-85219719454