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Expanding the notion of teacher professionalism from geography education

Accepted version
Peer-reviewed

Type

Article

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Authors

Salinas Silva, V 

Abstract

The objective of this conceptual paper was to explore how teachers’ practice was problematised in the field of geography education. Research in geography didactics and curriculum making are two fields that have been relevant to build the understanding on teachers practice in geography. The challenge for geography education therefore appears to be how to understand the relationships between the two in coherent and systematic ways. This paper engages with the specific meaning of being a subject specialist and the gap in the literature between curriculum making and didactics to understand that specialisation. A second gap is identified regarding the relationship between teacher practice and the professional practices encircling in-classroom activities. The paper finalises suggesting the use of the term expertise to address the dynamics of specialisation in a subject but also with its implication to teachers’ professional practice.

Description

Keywords

4406 Human Geography, 44 Human Society, 4 Quality Education

Journal Title

Revista de Geografia Norte Grande

Conference Name

Journal ISSN

0379-8682
0718-3402

Volume Title

2018

Publisher

SciELO Agencia Nacional de Investigacion y Desarrollo (ANID)