Learning to Teach Geography in the Secondary School has become the widely recommended textbook for student and new teachers of geography. It helps you acquire a deeper understanding of the role, purpose and potential of geography within the secondary curriculum, and provides the practical skills needed to design, teach and evaluate stimulating and challenging lessons. It is grounded in the notion of social justice and the idea that all students are entitled to a high-quality geography education. The very practical dimension provides you with support structures through which you can begin to develop your own philosophy of teaching and debate key questions about the nature and purpose of the subject in school. Thoroughly updated to take account of the latest research, evidence and policy, this new edition reflects new developments in technology as well as current thinking on curriculum, pedagogy and assessment. Exploring the fundamentals of teaching and learning geography in school, chapters cover: Why we teach geography – its purposes and intent Understanding and planning the curriculum – what to teach Effective pedagogy – how to teach Inclusion Assessment Developing and using resources Fieldwork and outdoor learning Values and school geography’s contribution to ‘citizenship’ Professional development Intended as a core textbook and written with both university and school-based initial teacher education in mind, Learning to Teach Geography is essential reading for all those who aspire to become able, effective and above all, thoughtful and reflective teachers.

Mentoring Geography Teachers in the Secondary School supports both new and experienced mentors in developing their knowledge and skills in mentoring in geography education. Within the book, chapter authors critically consider how mentoring has been conceptualised and represented in policy and academic debate, as well as examining how mentoring in geography education has been experienced and perceived in practice. Chapters in the book explore a range of perspectives, experiences and aspects of mentoring geography teachers, including: • Critical engagement with educational policy and practice • Perspectives from beginning geography teachers • Mentoring as a professional development opportunity • The value of engaging with the geography education community in teacher education • How mentoring meetings and conversations can support beginning geography teachers in their growth and development This book is a vital source of support and inspiration for all those involved in developing the next generation of geography teachers. The themes of justice, agency and voice - raised and engaged with implicitly and explicitly throughout this edited collection - are of critical importance to mentors, beginning teachers and geography education more broadly in developing and enacting a progressive vision of mentoring.

No work has ever been produced previously that shows how historically geography has been constructed as a subject for the senior years of secondary schooling in Western Australia from 1917 to 1997. In doing so, this book contributes to the existing corpus of international research on the history of curriculum and particularly the history of geography as a senior secondary school subject. Much of it is based on primary sources, including the textbooks and atlases used, along with syllabus manuals and geography examination papers. It also provides a framework for investigating the construction of senior secondary school geography curricula in other constituencies, and could act as a model for engaging in further research in curriculum history for other school subjects state-wide, nationally and internationally. The book also makes an important contribution to the fields of curriculum design, curriculum development and curriculum innovation. It will be of great interest to historians of education, comparative educationists, education leaders, policy makers and librarians.

Recent studies show that the number of students who select to study Geography in Malaysian secondary schools, and their level of achievement in the subject, has decreased. The main factor is lack of motivation. Over multiple decades, a large and growing body of literature has indicated that ICT enhances students’ motivation to learn and their learning outcome. The studies demonstrate that the use of ICT in teaching activities provides more fun in an authentic learning environment, and increases learning autonomy, interaction, and collaboration. It is, therefore, a rich opportunity for motivating students to study. In addition, despite an increased interest among scholars to investigate the impact of ICT integrated Geography teaching on students’ motivation and achievement, none have investigated the effects of GIS as a new technological teaching tool on students’ Geography learning goals and their learning outcomes. The idea for this book originated from the author’s PhD study to examine the effects of GIS-based instruction on secondary school student Geography learning goals and their learning outcomes. This book is highly beneficial for Geography teachers to use multiple teaching methods and pedagogies in a GIS integrated teaching environment to cultivate underachieving students’ mastery goal, performance-approach goal and learning, and to decrease avoidance behaviour in learning the subject. Although GIS is widely used in Malaysia, it has not been embraced by the Malaysian education system and is absent from the Geography curriculums in the primary and secondary school contexts. Hence, writing of this book will also help the Curriculum Development Centre and Ministry of Education Malaysia develop a GIS-based teaching module to enhance the learning motivation of Geography and improve the student level of achievement.

Geography of Education sets out the scope of this emergent, interdisciplinary field. It illustrates the essential affinity of geographical and educational studies, by emphasising the geographical factors influencing formal education systems and other forms of knowledge transfer. Colin Brock begins by arguing the theoretical synergy that exists between the nature of both geography and educational studies as disciplines. This is then exemplified by an analysis of the emergence of systems of schooling under the influence of religious, political and economic forces. The author also considers informal and non-formal modes of education, and argues that the huge diversity of such provision creates a rich resource for research into geographies of education. In the final chapters the author turns his attention to the role of cyberspace, which has its own geography, in learning, and considers education as a form of humanitarian response to issues of environmental sustainability. By bringing together a wide range of themes and topics relating to both education and geography, Colin Brock argues that the geographical approach should inform the evolution of all types of educational provision around the world.