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

Simon Catlıng

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.

Keywords

Pre-service primary teachers, geographical knowledge, environmental knowledge, environmental attitudes, research review

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