Persevering with Geography

John Morgan

Resum

Aquest article analitza l’estat actual de l’ensenyament de la geografia, i ho fa a partir de l’experiència de l’autor com a professor d’aquesta matèria, com a formador de futurs professors de geografia i com a investigador d’aquest camp científic. L’escrit mostra la preocupació envers els darrers debats sobre la qualitat del professorat, que incideixen en la manera com cal ensenyar i no pas a tenir un bon coneixement disciplinari. Davant d’aquesta tendència, ens hem de preguntar què és el que provoca que un professor de geografia perseveri per voler ser-ho. Perquè, per abordar temes geogràfics complexos amb solvència, com ara el Brèxit, cal un coneixement geogràfic conceptual específic i d’una certa profunditat. En canvi, l’anàlisi de la formació inicial que ha rebut el professorat al llarg de les darreres tres dècades mostra un abandonament progressiu de l’atenció vers el contingut acadèmic i les complexitats del coneixement. L’article acaba amb una reflexió sobre les aportacions del realisme social i sobre què pot significar retornar el coneixement disciplinari als programes de formació del professorat.

Paraules clau

formació del professorat en geografia; geografia política; Brèxit; realisme social; coneixement

Text complet:

PDF (English)

Referències

BELL, D. (2016). “I Persevered with My Geography”. South Atlantic Quarterly, 115, 685-697. https://doi.org/10.1215/00382876-3656092

BICKERTON, C. (2016). The European Union: A Citizen’s Guide. London: Penguin.

COE, R., ALOISI, C., HIGGINS, S., and ELLIOT MAJOR, L. (2014). What makes ‘great’ teaching? A review of the underpinning research. London: The Sutton Trust.

COX, K. (2012). Making Human Geography. New York: Guilford Press.

DEPARTMENT FOR EDUCATION (2016). ‘Specialist’ and ‘non-specialist’ teaching in England: Extent and impact on pupil outcomes. London: Department of Education.

GILBERT, R. (1984). The Impotent Image: Reflections of Ideology in the Secondary School Curriculum. Lewes: The Falmer Press.

GOODMAN, P. (1962/1971). Compulsory Miseducation. Harmondsworth: Penguin.

GOLDHABER, D. (2008). “Teachers matter, but effective teacher quality policies are elusive”. In: H. Ladd and E. Fiske (eds.). Handbook of Research In Education Finance and Policy. London: Routledge.

GRAVES, N. (1975). Geography and Education. London: Heinneman.

GUILE, D., LAMBERT, D., and REISS, M. (eds.) (2018). Sociology, Curriculum Studies and Professional Knowledge: New Perspectives on the Work of Michael Young. London: Routledge.

HALL, D. (1976). Geography and the Geography Teacher. London: George Allen and Unwin.

HALL, S. (2008). “An interview with Stuart Hall, December 2007. By Colin MacCabe”. Critical Quarterly, 50 (1-2), 12-42.

HANUSHEK, E. A. (1992). “The trade-off between child quantity and quality”. Journal of Political Economy, 100 (1), 84-117. https://doi.org/10.1086/261808

HATTIE, J. (2008). Visible Learning. London: Routledge.

HAYES, D. (2017). “Seven ways education needs to change in 2017. The Conversation”. Downloaded from: https://theconversation.com/seven-ways-education-needs-to-change-in-2017-70821 (last accessed 28 February 2017).

ILLICH, I. (1970/1973). Deschooling Society. Harmondsworth: Penguin.

INGLIS, F. (1975). Ideology and the Imagination. Cambridge: Cambridge University Press.

MARSDEN, W. (1976). Evaluating the Geography Curriculum. Edinburgh: Oliver and Boyd.

MASSEY, D. (2014). “Taking on the World”. Geography: An International Journal, 99 (1), 36-39.

MORGAN, J., HOADLEY, U., and BARRETT, B. (2018). “Introduction: social realist perspectives on knowledge, curriculum and equity”. In: B. BARRETT, U. HOADLEY and J. MORGAN (eds.) Knowledge, Curriculum, Equity: Social Realist Perspectives. London: Routledge, 1-16.

MUIJS, D. and REYNOLDS, D. (2011). Effective Teaching: Evidence and Practice (3rd Edition). London: Sage.

MUIJS, D., REYNOLDS, D. and KYRIAKIDES (2015). “The scientific properties of teacher effects/effective teaching processes”. In: The Routledge International Handbook of Educational Effectiveness and Improvement. London: Routledge.

MUSGROVE, F. (1969). Society and the Teacher’s Role. London: Routledge Kegan and Paul.

O’KEEFE, D. (1985). The Wayward Elite. London: Institute of Economic Affairs.

POSTMAN, N. and WEINGARTER (1969/1971) Teaching as a Subversive Activity. Harmondsworth: Penguin.

REIMER, E. (1971). School is Dead: An Essay on Alternatives in Education. Harmondsworth: Penguin.

RICE, J-K. and SCHWARTZ, A. (2008). “Towards an understanding of productivity in education”. In: H. LADD and E. FISKE (eds.) Handbook of Research in Education Finance and Policy. London: Routledge.

ROCKOFF, J. E., JACOB, B. A., KANE, T. J., and STAIGER, D. O. (2011). “Can you recognize an effective teacher when you recruit one?” Education, 6 (1), 43-74. https://doi.org/10.1162/edfp_a_00022

WHITTY, G. (2014). “Recent developments in teacher training and their implications for the “University project’ in education”. Oxford Review of Education, 40 (4), 466-481. https://doi.org/10.1080/03054985.2014.933007

YOUNG, M. (ed.) (1971). Knowledge and Control: New Directions in the Sociology of Education. London: Collier-Macmillan.

YOUNG, M. (2008). Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. London: Routledge.

YOUNG, M. and LAMBERT, D. (with C. Roberts and M. Roberts). (2015). Knowledge and the Future School. London: Bloomsbury.

Mètriques darticles

Carregant mètriques ...

Metrics powered by PLOS ALM
Bookmark and Share
Copyright (c) 2017 John William Morgan