Introduction to the Handbook for Teaching and Learning in Geography (original) (raw)
Related papers
2017
This paper proposes ten salient practices of research mentoring activity in high school settings for teachers and technicians based upon survey and interview findings from 96 English and Scottish high school teachers from STEM disciplines, working in research collaborations with scientists. Mentoring high school research provides career development, with teachers identifying new aspects to their professional roles including 'teacher researcher', 'teacher scientist' and 'teacher mentor'. This study suggests the potential for using the ten salient practices to initiate individual teacher reflection and wider professional development, and, a way of framing and disseminating effective practice across the school sector.
The Relationship between Teaching and Research: Where does geography stand and deliver?
Journal of Geography in Higher Education, 2000
Many academics, including distinguished geographers, believe in the close interdependence of teaching-and discipline-based research. However, much of the considerable international research evidence questions this close positive relationship. This research is analysed and then more recent research reviewed which suggests that there can be productive relationships between staff research and teaching, if teaching and research are conceptualised in ways that enable them to be effectively linked, and if staff research is 'managed' to bene t student learning. Hence, geographers should design courses and organise teaching and research to ensure that students bene t from (staff) research. Also, as a disciplinary community we should research the nature of teaching-research relationships in the discipline and the impact of our practices and policies.
Area, 2016
In this paper we examine contemporary academic working lives, with particular reference to teaching-only and teachingfocused academics. We argue that intensification in the neoliberal university have significantly shifted the structure of academic careers while cultural stories about those careers have not changed. We call for academics to reexamine our collective stories about standard academic career paths. Challenging the stories and making visible the ways that they create and multiply disadvantage is a crucial step in expanding the possibilities for academic identities and careers. The paper begins by describing teaching-focused academics within the context of the wider workforce. We then draw on narratives of those in these roles to illustrate the processes which (re)inscribe their marginalisation. We uncover the gendering of teachingfocused academic labour market. We end the paper by suggesting interventions that all academics can take and support to address the issues we highlight.
Geographers and the scholarship of teaching and learning
Journal of Geography in Higher Education
In this paper we draw attention to the attributes and values which equip geographers to engage in the scholarship of teaching and learning. We begin by summarising key characteristics of geographers in higher education, synthesized from academic literature. We support our summary with comments from past editors of the Journal of Geography in Higher Education offered in answer to the question: 'What is it about the geographer's identity or modes and styles of research that helps you to undertake productive enquiry into teaching and learning?' We purposely select three papers from the journal in order to highlight the distinctive (though not exhaustive) nature and range of higher education scholarship that has been undertaken by geographers. These case studies enquire into fieldwork pedagogies, teaching-research links and inclusive student-faculty partnership. We summarise the key elements of these papers and inter-weave the voices of the authors as accompanying narratives explaining the intent and approach to their research, and examining how it is shaped by their identities as geographers. We consider the issues in higher education that geographers are likely to embrace in the future and conclude by reflecting on what this means for the individual and for the discipline.
Geography's role in nurturing postgraduate students
In this commentary we encourage thinking about how to effectively nurture postgraduate students in geography. We offer some ideas and strategies for supervisors who mentor postgrads for careers in and beyond the academy. We also consider how supervisor-student relationships can take advantage of geography's interdisciplinarity to develop a well rounded postgraduate experience.