Improving understanding of accomplished teaching in school geography through an examination of learners' perspectives

Important insights for improving teaching (Rudduck, McIntyre, & ESRC Teaching and Learning Programme, 2007) are available by attending to the perspectives of students (Flutter, 2007) as they can give coherent views about their learning. Using a qualitative approach, the perspectives of students, (Groundwater-Smith, 2005) are analysed to canvas their views of accomplished geography teaching. Thirty-seven students ranging from Year 7 to Year 12 in eight schools in three Australian states were interviewed using post lesson video-stimulated recall. Interview data were open coded allowing the categories to emerge. This study found that several features emerged which positively influence student learning. These were interactive teaching, contextualising learning to develop students' geographical imagination, inclusion of collaborative learning in geography, and using classroom space/spatiality effectively.