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What enables student geography teachers to thrive during their PGCE year and beyond?

Research output: Contribution to journalArticlepeer-review

Elizabeth A. C. Rushton, Cyrus Nayeri, Darcy Beardmore Crowther, Lydia Griffiths, Pierce Newell, Zoë Sayliss, Juliette Wise, Aisha Zeina

Original languageEnglish
JournalJOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
DOIs
Accepted/In press4 Sep 2021
Published11 Sep 2021

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Publisher Copyright: © 2021 Informa UK Limited, trading as Taylor & Francis Group. Copyright: Copyright 2021 Elsevier B.V., All rights reserved.

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Abstract

Drawing on the perspectives of six student teachers (including five geography specialists) and two teacher educators, four key components are identified as being crucial to enable those undertaking a geography-focused programme of Initial Teacher Education to thrive rather than simply survive. These include, (1) nurturing an enjoyment of geography, (2) engaging with education research to underpin classroom practice, (3) developing communities of practice within and beyond school and university settings and, (4) building teacher identity through regular reflection that considers an individual’s values. These insights will have relevance for those considering or undertaking a career as a geography teacher and for school and university partnerships that provide Initial Teacher Education programmes.

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