The Challenge to Change (?) Geography Teaching From a Number of Perspectives Offered By Polish Student-Teachers at the University of Gdańsk

Year 2015, Volume: 5 Issue: 3, 274 - 292, 31.12.2015

Teresa Sadoń-osowıecka Martin Blaszk

Abstract

The
author interprets comments made by student-teachers given during interviews, as
well as notes written in their teaching practice journals, made during or
completed shortly after their practices in school. The background to these
interpretations are official documents (e.g. the Polish Standards for Teacher
Education, the Polish National Curriculum) and theories of learning and
teaching (constructivist vs behaviorist). The main questions asked are what
knowledge is important for young teachers and how they want to teach it. Other
questions include: What possibilities does school give them to try out their
ideas about teaching? What does school actually give them? What does school
demand of them? What do their practices at school actually teach them (the tacit
programmme)? And, how do the students actually view the reality that exists in
school? Overall, the student's impressions show school to be a very formal
organisation, where the teacher-trainer decides on the content of lessons,
methods of learning and the  course of
lessons ("for the good of pupils"). In many cases too, the students
only realise their teacher's ideas. In such a situation, this raises the
question of whether or not they will be able to provide innovative education if
they cannot themselves attempt to implement their own ideas.

Keywords

Geography teacher education, concepts of teaching and learning, student's personal knowledge about teaching

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