DES, London.ĭEFRA, 2002: Sustainable Development Education Surveys, available on: surveys/index.htm.
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and Morrison K., 2000: Research Methods in Education, RoutledgeFalmer, London.ĭES, 1990: Geography for Ages 5 to 16. International Research in Geographical and Environmental Education, 10: 363–378.Ĭohen L., Manion L. and Dowling, P., 1998: Doing Research/Reading Research: A Mode of Interrogation for Education, Falmer Press, London.Ĭatling, S., 2001: English Primary Schoolchildren's Definitions of Geography. University of London Press, London.īarrett Hacking E., 1996: Novice Teachers and Their Geographical Persuasions, International Research in Geographical and Environmental Education, 5: 77–86.īrown, A. The conclusion is that it is important to widen primary trainee teachers' perspectives during even the briefest of units, not least to enable them to teach the national curriculum requirements for geography in primary schools.īarker E.J., 1974: Geography and Younger Children. The implications of these findings are considered for the brief geography study units which primary teacher trainees take as part of their initial teacher training programme in English higher education.
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Additionally, a sizeable group of trainees see geography as providing knowledge about the features and countries of the world. However, by far the largest groups of students perceive geography's role to be to develop younger children's awareness and knowledge of the environment.
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While a small number of primary trainee teachers see geography education as concerned with the study of places, a slightly larger group view teaching geography as developing children's sense of responsibility for the earth and its people. Their ideas are compared with their understanding of the reasons for teaching geography to young children. Building on these, this study identifies a number of conceptions of geography held by primary school trainee teachers in England. There have been few studies of trainee teachers' conceptions of the term ‘geography’.