Professional development of geography teachers: a review
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| Year of publication | 2024 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Teacher professional development is crucial for any teaching career. Schleicher (2020) highlights the significance of lifelong professional development for teachers. This is because their initial training cannot be considered the pinnacle due to the rapid changes in society. Hattie's (2012) meta-analysis reports a significant impact of teachers' professional development on students' academic achievement. Schell, Roth, and Mohan (2013) discuss the necessity of researching geography teacher development. While quality criteria have been established by research (e.g. Höhnle, Fögele, Mehren, Schubert 2016), it is unclear whether the professional development courses for teachers, as they are designed and provided, meet these criteria. The purpose of this paper is to present the findings of a review study that focuses on professional development for geography teachers. The aim is to provide an overview of the current state of knowledge in this area. This review study is part of the author's dissertation, which specifically addresses the quality criteria of professional development for geography teachers and its subsequent application in in-service teacher education courses. Research studies were searched in the SCOPUS and WoS databases using keywords such as 'professional development', 'teacher professional learning', 'geography teacher’ and 'in-service teacher'. Over 20 studies were analysed, with a focus on their objectives, methods, and results. The findings of the review study will be presented at the conference. |
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