Learning from Common Concerns and the Path Ahead for Geography Teacher Education and Professionalism

Eyüp Artvinli; Inga Gryl; Jongwon Lee; Jerry Mitchell

doi:10.1007/978-3-031-04891-3_21

Learning from Common Concerns and the Path Ahead for Geography Teacher Education and Professionalism

Eyüp Artvinli, Inga Gryl, Jongwon Lee, Jerry Mitchell

Department of Social Studies Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

What does professionalization mean for a geography teacher? We have invited authors from across the globe to address this question, contributing essays in four relevant areas: (I) the qualification, described in the section “Pathways of professionalization as geography teacher”, (II) the institutions, explained in “Institutionalization, networking, and informal learning”, (III) the various fields in geography education, named in “Special fields and discourses of geography teacher education”, and, finally, (IV) different praxis in a section on “Methods and practices under the lens”.

Original language	English
Title of host publication	International Perspectives on Geographical Education
Publisher	Springer Nature
Pages	323-331
Number of pages	9
DOIs	https://doi.org/10.1007/978-3-031-04891-3_21
State	Published - 2022

Publication series

Name	International Perspectives on Geographical Education
ISSN (Print)	2367-2773
ISSN (Electronic)	2367-2781

Bibliographical note

Publisher Copyright:
© 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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10.1007/978-3-031-04891-3_21

Cite this

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Learning from Common Concerns and the Path Ahead for Geography Teacher Education and Professionalism. / Artvinli, Eyüp; Gryl, Inga; Lee, Jongwon et al.
International Perspectives on Geographical Education. Springer Nature, 2022. p. 323-331 (International Perspectives on Geographical Education).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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Learning from Common Concerns and the Path Ahead for Geography Teacher Education and Professionalism

Abstract

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