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ERIC Number: EJ870523
Record Type: Journal
Publication Date: 2009-Nov
Pages: 7
Abstractor: As Provided
Reference Count: 7
ISSN: ISSN-1038-2046
Epistemological Awareness and Geographical Education in Portugal: The Practice of Newly Qualified Teachers
Alexandre, Fernando
International Research in Geographical and Environmental Education, v18 n4 p253-259 Nov 2009
Geographical education in Portugal has undergone many reforms since the late 1970s. Reforms have affected mainly the content and the goals of the discipline's national curriculum, in a process designed to reflect the evolution of geography at academic level. However, the reforms seem to have had little effect on what teachers believe geography and geographical education are, or should be. It appears that geography teaching is still very much attached to what can be defined as a descriptive and factual approach, and because of this the discourse of teachers presents a view of geographical education that looks very much unchanged over time. Because different generations of teachers remember the discipline in a similar way, it seems possible to envisage the existence of core factors underlying teachers' practices. Assuming as a working hypothesis that teachers' beliefs and social representations about geography and geographical education affect the nature of their classroom practices, the paper discusses (1) the content of initial teacher education programmes regarding the study of the evolution of geographical thought, and (2) the sense and meaning of newly qualified teachers' epistemological knowledge about geography and its effect on the way they conceive geographical education itself. (Contains 1 table and 1 figure.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal