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audio lectures – one for presenting the general ideas of the topic and second for explainingsome special cases, both were given by an expert on the subject. And the next two weredevoted for presenting project work, which were to be placed on the Internet.Internet based learning was organised by our colleagues from Turku University.Web course tools were used for communication between students, tutors and experts.All written material was presented there as well as useful links and other related informationso every participant was able to use it and to give their remarks. WebCT alsoprovided space for presenting project work. Students had to use the site several timeseach week to find out the tasks given by experts or answer questions given by otherparticipants. The problems with Internet accessibility in Baltic countries as well asrather poor computer skills were the main difficulties at the beginning of the project.There were two assignments to be made during the course. First of all localgroups prepared project work concerning some local case, placed it on WebCT andpresented it during the audio conference trying to compare different cities. Usuallyevery student had specific tasks depending on their skills. Students had to collectinformation, make analyses, to write in English, to put the presentation on Internetand to present it during the audio conference. Then groups were formed from studentsfrom the different participating universities and they had to work together on somespecific problem in the different cities. Such international collaboration was veryinteresting for students though the organisation of work was rather difficult. Thenumber of students involved from the various countries differed considerably, as wellas their skills and motivation so the results were very unpredictable and the qualityof the project work was very different. Finally, after two years the idea of workingin international groups was rejected purely because of these reasons.ConclusionWhen finalising the description of this experience it also should be mentioned thatin general such ways of learning opens a lot of new opportunities for students andteachers. Students can obtain various skills in very different fields – understandinggeographical subjects, developing communicational abilities, improving English,group work skills, and so on. Also in some cases it is an appropriate alternative toexpensive international travel. On the other hand there were some organisationalissues, for example it is rather difficult to include such subjects into the regularcurriculum, because it depends on the will of many participants, finding financesfor such activities and there is always some uncertainty concerning sustaining theactivities. However notwithstanding some negative features every participant agreedthat, in general, such methods of learning enrich the usual ways of learning veryeffectively. The experiences, which students and tutors obtained, helped everybodyto improve their geographical knowledge and learning skills.References1. HARDY D.W. AND OLCOTT D.JR. 1995. Audio conferencing and the adult learner:Strategies for effective practice. The American Journal of Distance Education 9 (1).2. MOORE M.G. 1994. Audioconferencing in distant education. The American Journal ofDistance Education 8 (1): 1−4.116
The Role of the Geography Teachers’ Association (Malta)in the Professional Development of TeachersMoira ButtiġieġMediterranean Institute, University of Malta, Msidae-mail: moira.buttigieg@educ.gov.mtAbstractThe Geography Teachers’ Association (Malta) was set up in 2000 with the aim of promotinggeography as an academic discipline and keeping teachers of geography up to date withdevelopments in the subject. The Association has been trying to achieve these aims throughthe organisation of lectures and fieldworks and the publication of papers on geography andgeography education. This paper will investigate teachers’ perceptions on the role that theGeography Teachers’ Association (Malta) plays in their professional development.Key words: Geography education, Geography Teachers’ Associations, professional developmentIntroductionIn Malta, the provision of educational and training courses for practising teachers hastraditionally been regarded as being the responsibility of the employers of teachers,whether these are schools or local educational authorities. As the concept of professionaldevelopment evolved to include a wider range of learning experiences, thespectrum of potential providers of continuing professional development experiencesfor teachers should have also widened. Despite this evolution, the potential contributionof teachers’ associations to this aspect is often underestimated or even unrecognised.The aim of this paper is to investigate teachers’ perceptions of the role ofteachers’ associations in their professional development focusing on the GeographyTeachers’ Association of Malta.The Geography Teachers’ Association (Malta)The Geography Teachers’ Association of Malta (hereafter GTA) was set up in theyear 2000 with the aim of fostering the teaching of geography amongst all sectorsof the population (GTA, 2000). Today the GTA has 72 members. It is perhaps notaccidental that the GTA was set up in the year following the publication of a newNational Minimum Curriculum in 1999 which directs that the number of geographylessons in secondary schools be reduced to one lesson per week throughout thefive-year secondary course (Ministry of Education, 1999) and that the subjects ofgeography, social studies and history should be integrated into one curriculum subjectunder the name of environmental studies. The setting up of the GTA also followed along period of shortage of geography teachers and decreasing numbers of students117
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
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egin). It is referred to the inter-
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overruled by the judge and some sus
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esses or their reciprocal relations
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formulated one of key principles in
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
Page 65 and 66: Training geography teachers in Pola
Page 67 and 68: a series of intellectual as well as
Page 69 and 70: • optional subject (30 hours) use
Page 71 and 72: of the lower levels of education. H
Page 73 and 74: • the one-subject model: the cont
Page 75 and 76: delivery, and the methods of the pa
Page 77 and 78: • Pathways signal important tasks
Page 79 and 80: Geography competitions as stimuli f
Page 81 and 82: Figure 1. Changes in the structure
Page 83 and 84: Challenges for the futureNowadays t
Page 85 and 86: A perspective from the United State
Page 87 and 88: The process of GIS inquiry - Thinki
Page 89 and 90: Remote Sensing in Geography Educati
Page 91 and 92: IntroductionThe Democratic Republic
Page 93 and 94: images visualise the “tree vegeta
Page 95: PART TWOProfessional Developmentand
Page 98 and 99: Key elements of an introductory stu
Page 100 and 101: Some textbooks also provide self-le
Page 102 and 103: Geography programs and BolognaThere
Page 104 and 105: equirements. In the faculties of Ar
Page 106 and 107: Even though this only is a short an
Page 108 and 109: Background of international student
Page 110 and 111: students in their language skills.
Page 112 and 113: International collaboration in dist
Page 114 and 115: Designing and teaching the distance
Page 118 and 119: enrolled in geography courses at po
Page 120 and 121: development experience. Whilst Craf
Page 122 and 123: Networking and social diffusion of
Page 124 and 125: is mistreated, the culture is a-cul
Page 126 and 127: 3. ABALAR. 2004. “Editorial”, i
Page 128 and 129: to gather process and store spatial
Page 130 and 131: 1. Fundamental to understanding GIS
Page 132 and 133: The Future of Geography and Geograp
Page 134 and 135: of geography. In Singapore Social S
Page 136 and 137: geography should become much more s
Page 138 and 139: the handful of disciplines that has
Page 140 and 141: and respected and the institutional
Page 142 and 143: 3. The strength of school and unive
Page 144 and 145: It is quite clear that Vidal de la
Page 146 and 147: Effective Practices in Distance Edu
Page 148 and 149: on to the other satellite school. O
Page 150 and 151: 4. Ministry of Education. 1999. The
Page 152 and 153: schools is the result of the role e
Page 154 and 155: • A statistically significant dif
Page 156 and 157: Charles University geography gradua
Page 158 and 159: Table 1. First job in studied field
Page 160 and 161: importance in geography study progr
Page 162 and 163: The Anglo-Saxon model was collectiv
Page 164 and 165: academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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Internationalizing geography in hig
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nationalize their undergraduate and
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Groups also focus on international
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The Position of Geography Graduates
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have also affected the number ofGeo
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The majority answered that they wou
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In the Primary school curriculum, G
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
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The syllabi reflect mainly that the
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
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This table shows the importance of
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the studies on what exists, to cons
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248taught in the foreign language e
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as K. De Bot calls it, is a variety
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Do you speak European? or: Why even
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Years’ Religious War in the 17 th
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Why geographers should be able to s
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Intercultural education in Italian
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of geography in the process of inte
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9. BRUSA C., ed. 2002. Processi di
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Nowadays, according to the literatu
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In the gymnasium and in high school
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3. Dziennik Ustaw nr 61 z dnia 19 c
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Crick advocates these principles by
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dropping litter. There is circle ti
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and learning. Kerala is an exporter
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The role of geographical education
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ole: they form attitudes, views, pr
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Field lessons can engage the pupil
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to explore regional issues when tea
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Some backgroundFor a number of year
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issues that will shape the future g
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Geography and Environmental Science
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(2000) cautioned an awareness of cu
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Geography and Languages in Intercul
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Table 1. The most widely taught for
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the whole world will, according to
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References1. CALVET L. J. 2002. Le
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Sustainable development: let geogra
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predecessor “green,” or the pre
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8. GUNN A. S., “Professional Ethi
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Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
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8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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