1. Tine Béneker & Hans Palings (Fontys University of Applied Sciences; Utrecht University, The Netherlands) GTE Conference Oxford 2015

2. Research aim To find out: 1. In what way teachers are able to think about a prefered future for geography education in their schools 2. In what way this futures thinking can inform us about ‘teachers as curriculum makers’?

3. Future & education  (geography) education for the future  (geography) education of the future  (geography) education about the future

4. (Lambert & Morgan, 2010)

5. (Thijs & v.d Akker ed., 2009)

6. Context : teacher education at Fontys University  Master course (3 years part time) to become a qualified teacher for upper secondary education  First year course unit: Geography for Education  Aims: developing a vision on geography education and their possible role as a head of department  8 weeks during the first term

7. The assignment  Final assignment Describe the ideal situation of GE in your school in five years Use earlier assignments and literature Form: an article for a professional journal  3 preparatory assignments comparison of (international) curricula departemental checklist (Dawson, Lodge & Roberts, 2004) students survey (Dawson, Lodge & Roberts, 2004)

8. Methodology  Assignments 2009 - 2014 (110 papers)  Random selection of 31 papers  Content analysis

9. Findings  What are teachers’ concerns? fewer students choose geography (upper secondary) Students are less motivated Relevance of the subject is not obvious for students  Why are the students learning geography (rationale)? (world) citizenship, responsibility Geographical awareness

11. What is important? 1. Active learning and enquiry based 2. Fieldwork & excursions 3. Use of IT e.g. GIS and tablets What is not / hardly ever mentioned? 1. Assessment 2. Time 3. Grouping

12. Aims and content  Aims and content are implicit (clues)  national curriculum & central exams  relate to the news  relate to other subjects  relate to further education and future jobs

13. Future thinking of teachers  GE for the future: personal futures (global) citizenship  GE of the future ○ use of ICT ○ enquiry skills  GE about the future: ?

14. Curriculum makers?

15. In what way are they curriculum makers?  They all have an idea how to improve GE in their school.  They are aware of the context in which they have to teach (examinations, preconditions school, etc. ).  They have innovative ideas regarding classroom practice, how students should learn.  They feel responsible for the learning of their students.

16. Preliminary conclusions Critical remarks from research perspective  Analysis of a mandatory final assignment  Direct and indirect influence of the lessons, the lecturers, the literature, etc. Lessons learned for the course unit  Clarify the interdepence of the curricular artefacts  Starting point is the rationale for GE  Use interdepence of teacher – student - subject

17. References Dawson, G., Lodge, R. and Roberts, D. (2004) ‘Enhancing students’ experience of geography’, Teaching Geography, 29, 2, pp. 84-9. Lambert, D. & Morgan, J. (2010) Teaching Geography 11- 18 – A Conceptual Approach. Maidenhead: Open University Press. Thijs, A. & van de Akker, J. (2009) Leerplan in ontwikkeling. Enschede: Stichting Leerplan Ontwikkeling / in English: Curriculum in Development: http://www.slo.nl/downloads/2009/curriculum-in- development.pdf/