Experienced geography teachers' PCK of students' ideas and beliefs about learning and teaching

Rod Lane*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    16 Citations (Scopus)

    Abstract

    This paper reports the findings of a study designed to assess 16 experienced geography teachers' epistemological beliefs about learning and teaching and their awareness of common alternative conceptions held by students. The investigation forms part of a larger study exploring the ways in which experienced geography teachers use their knowledge of students' ideas to inform instruction. The results suggest that teachers' knowledge of students' ideas and epistemological beliefs about learning and teaching are both complex and varied. Teachers with an understanding of the constructed and robust nature of students' ideas, however, are more likely to hold a nuanced, detailed and accurate knowledge of students' common alternative conceptions. The implications of these findings for professional practice are discussed together with suggestions for future research.

    Original languageEnglish
    Pages (from-to)43-57
    Number of pages15
    JournalInternational Research in Geographical and Environmental Education
    Volume24
    Issue number1
    DOIs
    Publication statusPublished - 2 Jan 2015

    Keywords

    • alternative conceptions
    • deep understanding
    • epistemology
    • geography
    • pedagogical content knowledge
    • teacher professional development

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