Enhancing Teachers’ Expertise Through Curriculum Leadership: Lessons from the GeoCapabilities 3 Project
Publication date
2022-11
Authors
Mitchell, David
Hanus, Martin
Beneker, T.
Biddulph, Mary
Leininger-Frézal, Caroline
Zwartjes, Luc
Donert, Karl
Editors
Advisors
Supervisors
Document Type
Article
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Abstract
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’ 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’ reflections. We argue that GeoCapabilities 3 offers a model of teacher development, which supports teachers as leaders of curriculum change in an ‘activist profession’. This is needed if geography education is to equip young people with knowledge capabilities for their future.
Keywords
disciplinary knowledge, GeoCapabilitites, powerful geography, professional development, teachers’ expertise, Geography, Planning and Development, Education, Earth-Surface Processes
Citation
Mitchell, D, Hanus, M, Béneker, T, Biddulph, M, Leininger-Frézal, C, Zwartjes, L & Donert, K 2022, 'Enhancing Teachers’ Expertise Through Curriculum Leadership : Lessons from the GeoCapabilities 3 Project', Journal of Geography, vol. 121, no. 5-6, pp. 162-172. https://doi.org/10.1080/00221341.2022.2149838