Research Article
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Pre-Service Primary Teachers’ Knowledge and Understanding of Geography and Its Teaching: A Review

Year 2014, Volume: 4 Issue: 3, 235 - 260, 31.12.2014

Abstract

It is a decade since the last review of the geographical understandings of pre-service primary teachers.
Examining the range of research about novice primary teachers’ geographical and environmental
knowledge and understanding, it is clear there have been limited follow up studies, and there remain
important gaps in the research. Research relevant to this topic was identified through journal, research
book and conference proceedings searches, where these were accessible. It is evident that more research
now exists into pre-service primary teachers’ senses of geography, geographical and environmental
knowledge and environmental attitudes. For instance, it appears that they have an information oriented
view of geography but are not clear about the meaning of the term ‘environment’, that there are
misunderstandings in such aspects of their geographical knowledge as climate change, that they may not
adapt their behaviors though they appreciate a need for care for the environment, and that they have
limited experience in planning for and teaching geography in primary schools. Furthermore, studies are
lacking into their understanding of such aspects of geographical learning as fieldwork, map work,
geographical enquiry and a wide range of topics in physical and human geography. While there is some
information, little is known really about their teaching of geography to younger children. In view of the
increased focus globally on geographical knowledge in the school curriculum, this raises serious
questions about geography teacher educators’ understanding of their trainee primary teachers, in part
because tutors seem rarely to undertake such research. This appears to be an embedded situation,
resulting in negligible evidence to challenge the status quo and improve pre-service primary teachers’
geographical knowledge. Is it really a concern? Four responses are presented, but the paper concludes
that more needs to be known.

References

  • Adler, S. (2008), The education of social studies teachers, in: Levstik, L. & Tyson, C. (Eds.), Handbook of Research in Social Studies Education, New York: Routledge, pp 329-351.
  • Balgopal, M., Wallace, A. & Dahlberg, S. (2012), Writing to learn ecology: A study of three populations of college students, Environmental Education Research, 18, 1, pp 67-90.
  • Bednarz, S., Heffron, S. & Huynh, N. (Eds.) (2013), A road map for 21st century geography education: Geography education research (A report from the Geography Education Research Committee of the Road Map for the 21st century Geography Education Project), Washington, DC: Association of American Geographers.
  • Catling, S. (2004a), 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, pp 71-76.
  • Catling, S. (2004b), Primary Geography Initial Teacher Training. In Kent, A., Rawling, E. & Robinson, A. (Eds.), Geographical Education: Expanding Horizons in a Shrinking World, special issue of the Scottish Association of Geography Teachers Journal, 33, pp 111-117.
  • Catling, S. (2004c), An understanding of geography: The perspectives of English primary trainee teachers, Geojournal, 60, 2, pp 149-158.
  • Catling, S. (2006), Plus or minus one point five percent: Geography provision for generalist primary trainee teachers on PGCE courses – A Report, Oxford: School of Education, Oxford Brookes University. [Available from the author.]
  • Catling, S. (2013a), ‘Challenges and Opportunities: Considering and creating the future for geography ijn primary ITE – 2013 and beyond’, Paper presented at the Charney Manor Primary Geography Conference, Charney Bassett, UK, February/ March. [Available from the author.]
  • Catling, S (2013b), Primary student teachers’ geographically-linked interests and hobbies. In Browne, E and Wright, S (Eds), Educational Reflections: Research Conference 2012, Oxford: School of Education, Oxford Brookes University, pp 59-68.
  • Catling, S. (2014), Geography for younger children: some future directions. In Schmeinck, D. & Lidstone, J. (Eds.), Standards and Research in Geography Education: Current trends and international issues, Berlin: mbvberlin, pp 17-26.
  • Catling, S. & Martin, F. (Eds.) (2004), Researching Primary Geography, London: Register of Research in Primary Geography.
  • Catling, S. & Morley, E. (2012), English Primary Student Teachers’ Feelings about Geography. In Falk, G., Haubrich, H., Muller, M., Schleicher, Y. & Reinfried, S. (Eds.), Experiencedbased Geography Learning: The Proceedings of the IGU CGE 2012 Symposium, Freiburg, Germany, August, pp 33-35.
  • Çokadar, H. (2013), Elementary science trainee teachers’ perceptions and conceptual models of the ozone layer, International Research in Geography and Environmental Education, 22, 3, pp 259-274.
  • Denscombe, M. (2014) The Good Research Guide. Maidenhead: Open University Press.
  • DfE (2013), The National Curriculum in England: Framework document, London: DfE. www.gov.uk/dfe/nationalcurriculum.
  • Ernst, J. & Tornabene, L. (2012), Pre-service early childhood educators’ perceptions of outdoor settings as learning environments, Environmental Education Research, 18, 5, pp 643-664.
  • Gersmehl, P. (2014), Teaching Geography, London: Guildford Press (3rd edition).
  • Gooch, M., Rigano, D., Hickey, R. & Fien, J. (2008), How do primary pre-service teachers in a regional Australian university plan for teaching, learning and acting in environmentally responsible ways? Environmental Education Research, 14, 2, pp 175-186.
  • Hestness, E., McGinnis, J., Riedinger, K. & Marbach-Ad, G. (2011), A Study of Teacher candidates’ Experiences Investigating Global Climate Change Within and Elementary Science methods course, Journal of Science Teacher Education, 22, 4, pp 351-369
  • Ikonomidis, S., Papanastasiou, D., Melas, D. & Avgoloupis, S. (2012), The Anthoropocentric ‘Greenhouse Effect’: Greek Perspective Primary Teachers’ Ideas About Causes, Consequences and Cures, Journal of Science and Technology Education, 21, 6, pp 768- 779.
  • Kelly, A. (2006), An Exploration of Primary (Student) Teachers’ Observations and Experience of Geography Teaching, Presentation given at the Charney Manor Primary Geography Conference, Charney Bassett, UK, February.
  • Kennelly, J., Taylor, N. & Serow, P. (2012), Early career primary teachers and education for sustainability, International Research in Geography and Environmental Education, 21, 2, pp 139-153.
  • Lambert, J., Lindfren, J. & Bleicher, R. (2012), Assessing Elementary Science Methods Students’ Understanding About Global Climate Change, International Journal of Science Education, 34, 8, pp 1167-1187.
  • Mandrikas, A., Parkosidis, I., Psomiadis, P., Stoumpa, A., Chalkidis, A., Mavrikaki, E. & Skordoulis, C. (2013), Improving Pre-Service Elementary Teachers’ Education via a Laboratory Course on Air Polution: One University’s Experience, Journal of Science and Technology Education, 22, 2, pp 113-123.
  • Martin, F. (2005), Ethnogeography; A future for primary geography and primary geography research? International Research in Geography and Environmental Education, 14, 4, pp 364-371.
  • Martin, F. (2008), Knowledge bases for effective teaching: Beginning teachers’ development as teachers of primary geography, International Research in Geography and Environmental Education, 17, 1, pp 13-39
  • Mason, J. (2002) Researching Your Own Practice: The Discipline of Noticing. London: Routledge.
  • Maude, A. (2014), Understanding and Teaching the Australian Curriculum: Geography, Moorabbin: Hawker Brownlow Education.
  • Morley, E. (2011), Trainees today, teachers tomorrow, Primary Geography, Spring, pp 15-16.
  • Morley, E. (2012), English primary trainee teachers’ perceptions of geography, International Research in Geography and Environmental Education, 21, 2, pp 123-137.
  • Newby, P. (2014) Research Methods for Education. Abingdon: Routledge.
  • Nikel, J. (2007), Making sense of education ‘responsibility’: Findings from a study of student teachers understanding(s) of education, sustainable development and Education for Sustainable Development, Environmental Education Research, 13, 5, pp 545-564.
  • Ocal, A., Kisoglu, M., Alas, A. & Gurbuz, H. (2011), Turkish prospective teachers’ understanding and misunderstanding of global warming, International Research in Geography and Environmental Education, 20, 3, pp 215-226.
  • Ozden, M. (2008), Environmental awareness and attitudes of student teachers: An empirical research, International Research in Geography and Environmental Education, 17, 1, pp 40-55.
  • Ȫztürk, M.. & Alkiş, S. (2009), Primary-school student teachers’ perceptions of geography, Elementary Education Online, 8, 3, pp 782-797.
  • Pike, S. (2006), Primary Teaching Students’ Prior Experiences as Learners of Science and Geography, Paper presented at the Charney Manor Primary Geography Conference, UK, February.
  • Preston, L. (2014) Australian primary pre-service teachers’ conceptions of geography. International Research in Geography and Environmental Education, 23, 4, pp 331-349
  • Ratinen, I. (2013), Primary student-teachers’ conceptual understanding of the greenhouse effect: A mixed method study, International Journal of Science Education, 35, 6, pp 929-955.
  • Reynolds, R. (2014) Teaching Humanities and Social Sciences in the Primary School. South Melbourne: Oxford University Press.
  • Standish, A. (2012), The False promise of Global Learning, London: Continuum.
  • Tambyah, M. (2006), Teaching geographical issues in context and developing a professional identity: the challenge facing primary school teachers. In Purnell, K., Lidstone, J. & Hodgson, S. (Eds.), Proceedings of the International Geographical Union Commission on Geographical Education 2006 Symposium, Brisbane, Australia, pp 430-435. Tambyah, M. (2008), Will They Know Enough?: Pre-Service Primary Teachers’ Knowledge Base for Teaching Integrated Social Sciences, Australian Journal of Teacher Education, 33, 6, pp 44-60.
  • Taylor, N., Doff, T., Jenkins, K. & Kennelly, J. (2007), Environmental knowledge and attitudes among a cohort of pre-service primary school teachers in Fiji, International Research in Geography and Environmental Education, 16, 4, pp 367-379.
  • Torgerson, C., Hall, J. & Light, K. (2012) Systematic Reviews. In: Arthur, J., Waring, M., Coe, R. & Hedges, L. (Eds.) Research Methods and Methodologies in Education. London: Sage, pp.217-230.
  • Tuncer, G., Sungar, S., Tekkaya, C. & Ertepinar, H. (2007), A comparative study on pre-service teachers’ and elementary students’ attitudes towards the environment, International Research in Geography and Environmental Education, 16, 2, pp 188-198.
  • Turan, I., Küçük, M. & Yangin, S. (2011), Primary School Student Teachers’ Attitudes towards Environmental Education in Turkey. http://www.eurogeography.eu/ conference/athens2011/0/friday/f2c-turan-GREECE%20-%20ENVIRONMENTi.pdf.
  • Vlaadingerbroek, B. & Taylor, N. (2007), The Environmental knowledge and attitudes of prospective teachers in Lebanon: A comparative study, International Research in Geography and Environmental Education, 16, 2, pp 120-134.
  • Yavetz, B., Goldman, D. & Pe’er, S. (2009), Environmental literacy of pre-service teachers in Israel: a comparison between students at the onset and end of their studies, Environmental Education Research, 15, 4, pp 393-415.
  • Yavetz, B., Goldman, D. & Pe’er, S. (2014), How do pre-service teachers perceive ‘environment’ and its relevance to their area of teaching? Environmental Education Research, 20, 3, pp 354-371.
  • Waldron, F., Pike, S., Varley, J., Murphy, C. & Greenwood, R. (2007), Student teachers’ prior experience of history, geography and science: Initial findings of an all-Ireland survey, Irish Educational Studies, 16, 2, pp 177-194.
  • Waldron, F., Pike, S., Greewood, R., Murphy, C., O.Connor, G., Dolan, A. & Kerr, K. (2009), Becoming a Teacher: Primary student teachers as learners and teachers of history, geography and science: An All-Ireland Study, Armagh, N. Ireland: Standing Conference on Teacher Education North and South.
  • Wheatley, R. (2007), Newly Qualified Teachers’ Perceptions of Geography, Presentation given at the Charney Manor Primary Geography Conference, Charney Bassett, UK, February.
  • Witt, S. & Clarke, H. (2012), Selbourne: a place of responses; a cross-curricular opportunity for ITE students to ‘watch narrowly’ within broad horizons, Paper presented at The UK TE Network for Education for Sustainable Development/ Global Citizenship Conference, July, London: South Bank University. http://teesnet.ning.com/page/resources.
  • Witt, S. & Clarke, H. (2013), Selbourne: the big reveal; exploring ITE students’ relationships with nature, Paper presented at Teacher Education for Equity and Sustainability (TEESnet) Conference, July, London: South Bank University. http://teesnet.ning.com/page/resources.
  • Witt, S. & Clarke, H. (2014), Seeking to unsettle student teachers’ notions of curriculum: making sense of imaginative encounters in the natural world, Paper presented at Teacher Education for Equity and Sustainability (TEESnet) Conference, July, London: Liverpool Hope University. http://teesnet.ning.com/page/resources.
Year 2014, Volume: 4 Issue: 3, 235 - 260, 31.12.2014

Abstract

References

  • Adler, S. (2008), The education of social studies teachers, in: Levstik, L. & Tyson, C. (Eds.), Handbook of Research in Social Studies Education, New York: Routledge, pp 329-351.
  • Balgopal, M., Wallace, A. & Dahlberg, S. (2012), Writing to learn ecology: A study of three populations of college students, Environmental Education Research, 18, 1, pp 67-90.
  • Bednarz, S., Heffron, S. & Huynh, N. (Eds.) (2013), A road map for 21st century geography education: Geography education research (A report from the Geography Education Research Committee of the Road Map for the 21st century Geography Education Project), Washington, DC: Association of American Geographers.
  • Catling, S. (2004a), 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, pp 71-76.
  • Catling, S. (2004b), Primary Geography Initial Teacher Training. In Kent, A., Rawling, E. & Robinson, A. (Eds.), Geographical Education: Expanding Horizons in a Shrinking World, special issue of the Scottish Association of Geography Teachers Journal, 33, pp 111-117.
  • Catling, S. (2004c), An understanding of geography: The perspectives of English primary trainee teachers, Geojournal, 60, 2, pp 149-158.
  • Catling, S. (2006), Plus or minus one point five percent: Geography provision for generalist primary trainee teachers on PGCE courses – A Report, Oxford: School of Education, Oxford Brookes University. [Available from the author.]
  • Catling, S. (2013a), ‘Challenges and Opportunities: Considering and creating the future for geography ijn primary ITE – 2013 and beyond’, Paper presented at the Charney Manor Primary Geography Conference, Charney Bassett, UK, February/ March. [Available from the author.]
  • Catling, S (2013b), Primary student teachers’ geographically-linked interests and hobbies. In Browne, E and Wright, S (Eds), Educational Reflections: Research Conference 2012, Oxford: School of Education, Oxford Brookes University, pp 59-68.
  • Catling, S. (2014), Geography for younger children: some future directions. In Schmeinck, D. & Lidstone, J. (Eds.), Standards and Research in Geography Education: Current trends and international issues, Berlin: mbvberlin, pp 17-26.
  • Catling, S. & Martin, F. (Eds.) (2004), Researching Primary Geography, London: Register of Research in Primary Geography.
  • Catling, S. & Morley, E. (2012), English Primary Student Teachers’ Feelings about Geography. In Falk, G., Haubrich, H., Muller, M., Schleicher, Y. & Reinfried, S. (Eds.), Experiencedbased Geography Learning: The Proceedings of the IGU CGE 2012 Symposium, Freiburg, Germany, August, pp 33-35.
  • Çokadar, H. (2013), Elementary science trainee teachers’ perceptions and conceptual models of the ozone layer, International Research in Geography and Environmental Education, 22, 3, pp 259-274.
  • Denscombe, M. (2014) The Good Research Guide. Maidenhead: Open University Press.
  • DfE (2013), The National Curriculum in England: Framework document, London: DfE. www.gov.uk/dfe/nationalcurriculum.
  • Ernst, J. & Tornabene, L. (2012), Pre-service early childhood educators’ perceptions of outdoor settings as learning environments, Environmental Education Research, 18, 5, pp 643-664.
  • Gersmehl, P. (2014), Teaching Geography, London: Guildford Press (3rd edition).
  • Gooch, M., Rigano, D., Hickey, R. & Fien, J. (2008), How do primary pre-service teachers in a regional Australian university plan for teaching, learning and acting in environmentally responsible ways? Environmental Education Research, 14, 2, pp 175-186.
  • Hestness, E., McGinnis, J., Riedinger, K. & Marbach-Ad, G. (2011), A Study of Teacher candidates’ Experiences Investigating Global Climate Change Within and Elementary Science methods course, Journal of Science Teacher Education, 22, 4, pp 351-369
  • Ikonomidis, S., Papanastasiou, D., Melas, D. & Avgoloupis, S. (2012), The Anthoropocentric ‘Greenhouse Effect’: Greek Perspective Primary Teachers’ Ideas About Causes, Consequences and Cures, Journal of Science and Technology Education, 21, 6, pp 768- 779.
  • Kelly, A. (2006), An Exploration of Primary (Student) Teachers’ Observations and Experience of Geography Teaching, Presentation given at the Charney Manor Primary Geography Conference, Charney Bassett, UK, February.
  • Kennelly, J., Taylor, N. & Serow, P. (2012), Early career primary teachers and education for sustainability, International Research in Geography and Environmental Education, 21, 2, pp 139-153.
  • Lambert, J., Lindfren, J. & Bleicher, R. (2012), Assessing Elementary Science Methods Students’ Understanding About Global Climate Change, International Journal of Science Education, 34, 8, pp 1167-1187.
  • Mandrikas, A., Parkosidis, I., Psomiadis, P., Stoumpa, A., Chalkidis, A., Mavrikaki, E. & Skordoulis, C. (2013), Improving Pre-Service Elementary Teachers’ Education via a Laboratory Course on Air Polution: One University’s Experience, Journal of Science and Technology Education, 22, 2, pp 113-123.
  • Martin, F. (2005), Ethnogeography; A future for primary geography and primary geography research? International Research in Geography and Environmental Education, 14, 4, pp 364-371.
  • Martin, F. (2008), Knowledge bases for effective teaching: Beginning teachers’ development as teachers of primary geography, International Research in Geography and Environmental Education, 17, 1, pp 13-39
  • Mason, J. (2002) Researching Your Own Practice: The Discipline of Noticing. London: Routledge.
  • Maude, A. (2014), Understanding and Teaching the Australian Curriculum: Geography, Moorabbin: Hawker Brownlow Education.
  • Morley, E. (2011), Trainees today, teachers tomorrow, Primary Geography, Spring, pp 15-16.
  • Morley, E. (2012), English primary trainee teachers’ perceptions of geography, International Research in Geography and Environmental Education, 21, 2, pp 123-137.
  • Newby, P. (2014) Research Methods for Education. Abingdon: Routledge.
  • Nikel, J. (2007), Making sense of education ‘responsibility’: Findings from a study of student teachers understanding(s) of education, sustainable development and Education for Sustainable Development, Environmental Education Research, 13, 5, pp 545-564.
  • Ocal, A., Kisoglu, M., Alas, A. & Gurbuz, H. (2011), Turkish prospective teachers’ understanding and misunderstanding of global warming, International Research in Geography and Environmental Education, 20, 3, pp 215-226.
  • Ozden, M. (2008), Environmental awareness and attitudes of student teachers: An empirical research, International Research in Geography and Environmental Education, 17, 1, pp 40-55.
  • Ȫztürk, M.. & Alkiş, S. (2009), Primary-school student teachers’ perceptions of geography, Elementary Education Online, 8, 3, pp 782-797.
  • Pike, S. (2006), Primary Teaching Students’ Prior Experiences as Learners of Science and Geography, Paper presented at the Charney Manor Primary Geography Conference, UK, February.
  • Preston, L. (2014) Australian primary pre-service teachers’ conceptions of geography. International Research in Geography and Environmental Education, 23, 4, pp 331-349
  • Ratinen, I. (2013), Primary student-teachers’ conceptual understanding of the greenhouse effect: A mixed method study, International Journal of Science Education, 35, 6, pp 929-955.
  • Reynolds, R. (2014) Teaching Humanities and Social Sciences in the Primary School. South Melbourne: Oxford University Press.
  • Standish, A. (2012), The False promise of Global Learning, London: Continuum.
  • Tambyah, M. (2006), Teaching geographical issues in context and developing a professional identity: the challenge facing primary school teachers. In Purnell, K., Lidstone, J. & Hodgson, S. (Eds.), Proceedings of the International Geographical Union Commission on Geographical Education 2006 Symposium, Brisbane, Australia, pp 430-435. Tambyah, M. (2008), Will They Know Enough?: Pre-Service Primary Teachers’ Knowledge Base for Teaching Integrated Social Sciences, Australian Journal of Teacher Education, 33, 6, pp 44-60.
  • Taylor, N., Doff, T., Jenkins, K. & Kennelly, J. (2007), Environmental knowledge and attitudes among a cohort of pre-service primary school teachers in Fiji, International Research in Geography and Environmental Education, 16, 4, pp 367-379.
  • Torgerson, C., Hall, J. & Light, K. (2012) Systematic Reviews. In: Arthur, J., Waring, M., Coe, R. & Hedges, L. (Eds.) Research Methods and Methodologies in Education. London: Sage, pp.217-230.
  • Tuncer, G., Sungar, S., Tekkaya, C. & Ertepinar, H. (2007), A comparative study on pre-service teachers’ and elementary students’ attitudes towards the environment, International Research in Geography and Environmental Education, 16, 2, pp 188-198.
  • Turan, I., Küçük, M. & Yangin, S. (2011), Primary School Student Teachers’ Attitudes towards Environmental Education in Turkey. http://www.eurogeography.eu/ conference/athens2011/0/friday/f2c-turan-GREECE%20-%20ENVIRONMENTi.pdf.
  • Vlaadingerbroek, B. & Taylor, N. (2007), The Environmental knowledge and attitudes of prospective teachers in Lebanon: A comparative study, International Research in Geography and Environmental Education, 16, 2, pp 120-134.
  • Yavetz, B., Goldman, D. & Pe’er, S. (2009), Environmental literacy of pre-service teachers in Israel: a comparison between students at the onset and end of their studies, Environmental Education Research, 15, 4, pp 393-415.
  • Yavetz, B., Goldman, D. & Pe’er, S. (2014), How do pre-service teachers perceive ‘environment’ and its relevance to their area of teaching? Environmental Education Research, 20, 3, pp 354-371.
  • Waldron, F., Pike, S., Varley, J., Murphy, C. & Greenwood, R. (2007), Student teachers’ prior experience of history, geography and science: Initial findings of an all-Ireland survey, Irish Educational Studies, 16, 2, pp 177-194.
  • Waldron, F., Pike, S., Greewood, R., Murphy, C., O.Connor, G., Dolan, A. & Kerr, K. (2009), Becoming a Teacher: Primary student teachers as learners and teachers of history, geography and science: An All-Ireland Study, Armagh, N. Ireland: Standing Conference on Teacher Education North and South.
  • Wheatley, R. (2007), Newly Qualified Teachers’ Perceptions of Geography, Presentation given at the Charney Manor Primary Geography Conference, Charney Bassett, UK, February.
  • Witt, S. & Clarke, H. (2012), Selbourne: a place of responses; a cross-curricular opportunity for ITE students to ‘watch narrowly’ within broad horizons, Paper presented at The UK TE Network for Education for Sustainable Development/ Global Citizenship Conference, July, London: South Bank University. http://teesnet.ning.com/page/resources.
  • Witt, S. & Clarke, H. (2013), Selbourne: the big reveal; exploring ITE students’ relationships with nature, Paper presented at Teacher Education for Equity and Sustainability (TEESnet) Conference, July, London: South Bank University. http://teesnet.ning.com/page/resources.
  • Witt, S. & Clarke, H. (2014), Seeking to unsettle student teachers’ notions of curriculum: making sense of imaginative encounters in the natural world, Paper presented at Teacher Education for Equity and Sustainability (TEESnet) Conference, July, London: Liverpool Hope University. http://teesnet.ning.com/page/resources.
There are 54 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Simon Catlıng

Publication Date December 31, 2014
Submission Date September 9, 2014
Acceptance Date November 18, 2014
Published in Issue Year 2014 Volume: 4 Issue: 3

Cite

APA Catlıng, S. (2014). Pre-Service Primary Teachers’ Knowledge and Understanding of Geography and Its Teaching: A Review. Review of International Geographical Education Online, 4(3), 235-260.
AMA Catlıng S. Pre-Service Primary Teachers’ Knowledge and Understanding of Geography and Its Teaching: A Review. Review of International Geographical Education Online. December 2014;4(3):235-260.
Chicago Catlıng, Simon. “Pre-Service Primary Teachers’ Knowledge and Understanding of Geography and Its Teaching: A Review”. Review of International Geographical Education Online 4, no. 3 (December 2014): 235-60.
EndNote Catlıng S (December 1, 2014) Pre-Service Primary Teachers’ Knowledge and Understanding of Geography and Its Teaching: A Review. Review of International Geographical Education Online 4 3 235–260.
IEEE S. Catlıng, “Pre-Service Primary Teachers’ Knowledge and Understanding of Geography and Its Teaching: A Review”, Review of International Geographical Education Online, vol. 4, no. 3, pp. 235–260, 2014.
ISNAD Catlıng, Simon. “Pre-Service Primary Teachers’ Knowledge and Understanding of Geography and Its Teaching: A Review”. Review of International Geographical Education Online 4/3 (December 2014), 235-260.
JAMA Catlıng S. Pre-Service Primary Teachers’ Knowledge and Understanding of Geography and Its Teaching: A Review. Review of International Geographical Education Online. 2014;4:235–260.
MLA Catlıng, Simon. “Pre-Service Primary Teachers’ Knowledge and Understanding of Geography and Its Teaching: A Review”. Review of International Geographical Education Online, vol. 4, no. 3, 2014, pp. 235-60.
Vancouver Catlıng S. Pre-Service Primary Teachers’ Knowledge and Understanding of Geography and Its Teaching: A Review. Review of International Geographical Education Online. 2014;4(3):235-60.