What do we know about the geographical understanding of trainee primary teachers? A Review Professor Simon Catling Professor Emeritus, Primary Education School of Education Oxford Brookes University Geography Teacher Educators’ Conference Oxford January 2015

Where were we? Areas covered in research 1990 to 2004 Catling, S. (2004) Issues in Pre-Service Primary Teachers’ Geographical Understanding. In: Robinson, A. (ed) Symposium Proceedings: Expanding Horizons in a Shrinking World. London: IGU CGE British Committee, Limited research undertaken during the 1990s and early 2000s reported in 18 papers identified: Pre-service primary teachers’ quite narrow ideas about geography. Some elements of trainees’ understanding of physical geography and geology, including the water cycle and rivers, global warming, thermal zones and seasons, and deep time: this raised questions about their insecure and misinformed geographical knowledge. Limits to locational map knowledge, particularly among female trainees. Lack of awareness of the local areas of schools during primary school placements. The value of fieldwork in developing local area knowledge among trainees. Trainees feeling over-confident about their geographical knowledge. The focus of this review is on generalist primary teachers

A sample of studies: mid-2004 to late-2014 Reviewed: 36 English language international journal and conference papers. 14 papers in geography education: c.39%. 13 papers in environmental education: c.36%. 7 papers in science education: c.19%. 2 papers in early years education: c.6%. 11 studies in the UK; 2 cross-nationally (N.I./Ireland; England/Denmark). 7 in Turkey. 5 in Australia (1 cross-nationally with Denmark). 4 in the USA. 2 in Greece. 2 in Israel. 3 studies in Finland, Fiji, and Germany. Aspects covered by these studies (with several overlapping on topics): 9 researched trainee primary teachers’ ideas and feeling about geography. 18 investigated aspects of trainees’ environmental knowledge, including climate change and ecology. 7 covered trainees’ environmental concerns and attitudes. 10 examined aspects of trainees’ teaching of geography and environmental matters, almost all focused on separate aspects of teaching.

In summary, what do we know ( )? – 1 Just over 50% of trainee primary teachers have a geography qualification by the age of 16 years old in England. We do not know the situation in other countries. Many of these findings come from single or a couple of studies. From the range of limited research it seems that trainee primary teachers: have mixed feelings about geography – from ambivalent to positive. have an information-oriented view of geography – facts about the world. have limited understanding, and hold misunderstandings and misconceptions, of specific aspects of geography, such as climate change and ecology. see the ‘environment’ as a biophysical entity, an external object, of which human are not a part but on which they act. are generally well disposed to the environment, which should be cared for and improved though they might not change their life styles to do this. understand that you need to be well informed to teach positive environmental values effectively. develop their environmental understanding through taught modules in their teacher training where there is time to do so.

In summary, what do we know ( )? – 2 From the range of limited research it seems that trainee primary teachers: appreciate that geographical and environmental learning are important, but are influenced by their national context, depending on the standing of geography and environmental education in their curriculum. are positive about teaching geography, if lacking in confidence to do so. feel that different aspects of geography and environment are important for children, influenced by their national curricula. are positively responsive, when taught in ITE course geography units, to enquiry-based, active and engaging sessions, and to fieldwork, especially when links are made between themselves and the subject. have little, if any, (good quality) experience of teaching geography on school placements, on which they may or may not be effectively supported by teachers or tutors. find planning for teaching positive environmental engagement challenging because of their weak environmental/geographical knowledge.

What remains largely un(der)researched? Research during into trainee primary teachers’ knowledge, understanding and skills in geography is non-existent or negligible in: World and national map knowledge and locations. Place studies: local studies, distant places. Development education and wealth and poverty. Spatial understanding and mapwork understanding and skills. Fieldwork and geographical enquiry and investigations. Aspects of physical geography: e.g. rivers and water, landscapes and mountains, weather and climate, seasons, minerals, rocks and soils, physical environment processes. Aspects of human geography: e.g.urbanism/ruralism, food and agriculture, settlements, manufacturing, commerce, trade, resource use, human geography processes. There seems to be no English language reported research into: Trainees’ awareness of and perspectives on geography national curricula. The classroom contexts in which trainees teach geography. Their planning and assessment of geography. Their uses of resources for geography teaching, including digital/virtual. Their career professional development needs.

What can we conclude about pre-service primary teachers’ geographical understanding? – 1 Little is known about their knowledge and understanding of the geography they might teach and what they appreciate the subject is about. There are concerns about misunderstandings and misconceptions of geographical knowledge. More needs to be known about their feelings for and attitudes to geography, how their school backgrounds have affected their attitudes, and how their feelings affect their attitudes to teaching geography. Nothing is known of their personal, everyday geographies. Perhaps we need to apply young people’s/adults geographies here. In particular, nothing is known of the influence of social learning and of the effect of the media and internet on their geographical awareness, knowledge and understanding. Though many trainees hold positive values about environmental care, the depth of their values and commitment to them is unclear – as is our knowledge about the environmental attitudes and values they may pass on to younger children.

What can we conclude about pre-service primary teachers’ geographical understanding? – 2 There is negligible knowledge about trainees teaching of geography: their opportunities, the limitations, the support, and the expectations they encounter; nor about their planning, teaching and assessment of geographical learning. Little is understood about how confident they really feel to teach geography, how they see themselves as teachers of geography, and what expectations or standards they hold of themselves. While there are intimations that ITE geography teaching can improve, though only partially, trainees’ geographical knowledge and understanding, there is a need for greater breadth and depth in research.

Conclusion: Does it matter? Half of primary teachers seem to teach geography well, according to England’s Ofsted. So, is this less of an issue than we make it? BUT half of primary teachers do not teach geography effectively. Many trainees’ knowledge and understanding of geography and the environment is limited, misconceived and/or misinformed. This is a problem which primary ITE should address. It requires more than time. We need better understanding of our trainees. We need further research. Over 25+ years of research we have gathered only limited evidence, conducted by few researchers, most of which probably lies unread. Perhaps primary geography tutors lack the time, support or inclination to research at the scale needed. Is it simply impractical for them to do so, or are there other barriers? We assume so, but do not know. Maybe we should appreciate what we know since, at least, we have some knowledge and can apply it. But, being better informed would help. More research into primary trainees’ geographical understanding, what and how they learn on their courses, and how they teach geography does matter in order to improve their knowledge and classroom practice – and tutors’ teaching. If we want better geography teaching in schools, more research matters.