1. Teachers’ conceptions of knowledge in secondary school geography Steve Puttick steven.puttick@education.ox.ac.uk

2. “one of the things I would stand strongly by is, I'm not there to impart knowledge, I'm there to facilitate them becoming better learners”. Greg

3. PhysicalHuman Scientific Clear-cut Definite answers Facts Fair tests Wishy-washy More about opinions than scientific fact Biased Interviews and focus groups Teachers' conceptions of knowledge in human and physical geography

4. School subjectAcademic discipline 'ours''theirs' Independent Contemporary issues based ICT focus Teacher – led Directed learning Syllabus led Skills development Colouring in Place – centred Countries + capitals Fact recollections Research – led In – depth Theoretical Independent learning Disjointed – focus of academic staff & their Whims Superior Teachers' descriptions of the school subject and academic discipline

8. DPhil title: Secondary school geography teachers’ subject knowledge

9. 1. How might geography teachers’ subject knowledge be conceptualised? 2. In what ways do teachers make knowledge claims in school geography, and are there differences in the type and method of claims between human and physical topics? 3. How do geography teachers construct a relationship between the academic discipline and school subject?