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Know the Subject and How to Teach It: Using the GEOGstandards to Develop Pedagogical Practice amongst Pre-Service Geography Teachers before and during Professional Experience
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Caldis, Susan; Cavanagh, Michael; Ryan, Mary – Geographical Education, 2022
A set of teaching standards for the subject of geography was developed by the profession for the profession and intended for use as a reflective tool for professional practice. These GEOGstandards were empirically generated from the practice of experienced, specialist geography teachers from across Australia. However, little is known about the use…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Geography, Theory Practice Relationship
Participatory Action Research: A Tool for Promoting Effective Assessment and Building the Pedagogical Content Knowledge of Secondary Geography Teachers
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Lane, Rod; Caldis, Susan – Geographical Education, 2018
This paper describes the results of an action research project undertaken as a partnership between Macquarie University and Geography teachers from an independent school in regional New South Wales (NSW), Australia. The project focused on the teaching of river landforms and processes, a component of the Biophysical Interactions topic in the NSW…
Descriptors: Secondary School Teachers, Action Research, Participatory Research, Pedagogical Content Knowledge
Interested and Influential: The Role of a Professional Association in the Development of the Foundation to Year 10 Australian Curriculum: Geography
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Caldis, Susan – Geographical Education, 2014
The Australian Geography Teachers Association (AGTA) represents the views of Australian geography teachers on educational matters. AGTA also seeks to improve the capacity of geography teachers to respond to a changing teaching and learning landscape. The Australian Curriculum, Assessment and Reporting Authority (ACARA) is an independent authority…
Descriptors: Role, Professional Associations, Geography, Teacher Attitudes