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Looking abroad: the problem of Geography Teacher Educator status

This study explores the relationship between geography and education in the context of geography teacher education, focusing on the status of geography teacher educators. It examines how changes in university contexts affect the professional identity and position of geography teacher educators. The study also discusses the role and status of geography educators in universities and the potential deprofessionalization within teacher education programs. The fluid ownership of geography teacher education programs and the tensions within the geography education community are also explored.

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Looking abroad: the problem of Geography Teacher Educator status

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  1. Looking abroad: the problem of Geography Teacher Educator status Victor Salinas-Silva,Xin Miao InstituteofEducation,UniversityCollegeLondon

  2. Problem Relationship between geography and education. The influence of education is growing stronger than geography in preparing teachers in both countries. Geography teacher education infrastructure (GA, 2015) Rooted in the Geography department Teachers’ professional identity (Brooks, 2016) We put the problem in the university contexts and how changes affect the status of geography teacher educators. Geography Education

  3. Method • Auto-ethnography(Brooks,2013;Meneley& Young, 2005)

  4. Cases Where are GTE based? What is Normal Universities in China? 4-yearundergraduateprogramme (BSc in Geography. Professional title Secondary school Geography Teacher) 5-yearundergraduateprogramme(Bachelor in Education. Professional title History and Geography Teacher) GTE are based in Geography department in a shared programme with History and Education departments GTE are based in Geography department (but with current participation of the Teacher Education department) 2-3yeargraduateprogramme 2-yeargraduate programme (Master) Short courses [or] 6 months Postgraduate certificate

  5. Departmentalshift “Ownership of the programme” • ECNU: Two types of master programme Theteachereducationdepartmentfounded Subject teaching (geography)[ST] [ST2015]Graduate 2016 Enrolled in Sep2015 2017 2018 ApplicantscanstilldoCPprogramintheGeographyDepartment [CP2015] Graduate Curriculum and Pedagogy (geography)[CP] BasedintheGeographyDepartment

  6. Role and status of geography teachereducators Deprofessionalisationcan be explored considering the role and status of geography educators in universities and how well positioned are they within ITE programmes. (*) Reference beforeSep 2016

  7. Communities of geographers Role – home front Rationale for geography at schools Social purpose of Geography(1) Schools as an interlocutor(2) It is not only about education… Geography education as part of Geography not only pedagogy (3-4) • (1) ‘Natural hazards and climate change are geographical problems that Chileans are becoming more aware and vulnerable (…) We got used to earthquakes but we are not prepared to wildfires for example” (Professor – urban geography) • (2) ‘I think schools are gatekeepers to communities and protectors of the environment’ (Professor – Physical geographer) • (3) ‘Since we reopened the Institute we have had a relationship with the pedagogies, I hope the new laboratory [of GeographyEducation] can change the minds of people from an economic rationality to a geographical one’ (Head of academic department 2009-2013 –retired-) • (4) ‘I am spreading the word about geography… I am ‘geographing’ my students and colleagues’ (Associated professor – Geography of Latin America)

  8. Discussion/Conclusions Fluidity The fluid ownership of GTEisrelatedtothe universitypolitics Theeducationalpolicy Thedifferentperspectivestounderstandtherelationshipbetweengeographyandeducation • Tension • within Geoed community • between the Geoed community and other communities like general education communities and administrative communities

  9. References Brooks, C. (2013). Making the geography curriculum: reflection on the IGU-CGE London Symposium. International Research in Geographical & Environmental Education, 22(1), 71–88. Brooks, C., author. (2016). Teacher subject identity in professional practice : teaching with a professional compass. London: Routledge. GA. (2015). Geography initial teacher education and teacher supply in England: A national research report by the Geographical Association. Sheffield: The Geographical Association. Meneley, A., & Young, D. (Eds.). (2005). Auto-ethnographies: The Anthropology of Academic Practices. Toronto: Broadview. Puttick, S. (2016). An analysis of individual and departmental geographical stories, and their role in sustaining teachers. International Research in Geographical and Environmental Education, 25(2), 134–150. https://doi.org/10.1080/10382046.2016.1149341

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