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Bridging the Gap: Transition between S chool and University Geography Dr Jennifer Ferreira

Bridging the Gap: Transition between S chool and University Geography Dr Jennifer Ferreira. Outline. Geography: Perspectives on the transition from school to university geography Perceptions of geography at university Experiences of geography at university Investigating the transition

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Bridging the Gap: Transition between S chool and University Geography Dr Jennifer Ferreira

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  1. Bridging the Gap: Transition between School and University Geography Dr Jennifer Ferreira

  2. Outline • Geography: Perspectives on the transition from school to university geography • Perceptions of geography at university • Experiences of geography at university • Investigating the transition • Differences • Strategies • Barriers

  3. Activity • Write down: • 3 words you associate with geography at school • and • 3words you associate with geography at university

  4. Motivation Villiers Park Teaching School Teaching University Teaching

  5. Perceptions of geography at university “Different ways of being taught – lectures.” “Like school geography but more choice” “Huge lectures” “Geography with more science – they have labs and lots of equipment.” “More in-depth knowledge” “A chance to do lots of fieldwork”

  6. Experiences of of geography at university “I got to really focus on what I wanted to learn about.” “It was amazing I got to do my own geographical research.” “It was so different from school, not what I expected, so much better.” “I had to learn about a lot of theoretical stuff for some modules which was new to me.” “It was like my A level was a springboard to the subject.” “Different ways of being taught – lectures.” “I had to learn loads more about methods - I didn’t do any traffic counts, tally charts or land use maps!” “There was a lot of reading. I mean A LOT of reading.”

  7. “Study skills’ training for first-year students is a common feature of tutorials and dedicated practical modules in most geography departments. But do university lecturers know how A-level geography is taught and assessed, or how it has changed since they completed their own A-levels? From personal experience we would suggest that, while this knowledge is a prerequisite for developing effective first-year undergraduate modules, the majority do not.” (Tateand Swords, 2013: 237). “…geography teachers can and should reciprocally contribute to debates about the first year of university teaching and learning. If we are genuinely seeking to improve teacher–lecturer relations, it seems a missed opportunity for teachers not to be afforded the opportunity to engage in pedagogical debates with their university counterparts on at least equal terms” (Tate and Swords, 2013: 238). Tate, S. and Swords, J. (2013) “Please mind the gap: students’ perspectives of the transition in academic skills between A Level and degree level geography” Journal of Geography in Higher Education 37(2) : 230-240.

  8. A world of geography

  9. Geography Degrees compared: Year 1

  10. Geography degrees compared: Year 2

  11. Geography degrees compared: Year 3

  12. Investigating the transition • Survey • 35 teachers • 92 students • 21 academics • Objectives: • To explore perceptions of the transition between school and university geography. • To examine strategies used to facilitate the transition between school and university geography.

  13. How is geography different between school and university? • Skills • Subject Content • Teaching Methods • Experiences • Independence • Route to employment

  14. Who is responsible for aiding the transition? Subject Associations Universities Government Schools Exam Boards Students

  15. Strategies • School and university collaboration. • Universities engaging more with cohorts before course begins. • Opportunities for teacher-lecturer communication. • CPD for lecturers on the state of geography in schools. • Seminar style teaching at school, • More opportunities to carry out research in school. • Reading groups – journal articles. • Knowledge guides. • Guest lectures and outreach.

  16. Barriers • Time • Resources • Funding • Where to start?

  17. Summary • Student knowledge of geography at university is variable. • There is an opportunity to promote the breadth of the discipline but a need to ensure smooth transition. • Communication and collaboration between education stakeholders is important. • More research needed to explore ways to facilitate the transition.

  18. Thanks! Jennifer.Ferreira@coventry.ac.uk @jennywrenwatts

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