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3. ABALAR. 2004. “Editorial”, in abalar, a xeografía galega en construción. Abalar (№ 2),Santiago de Compostela.4. ABALAR. 2005. “Editorial”, in abalar, a xeografía galega en construción. Abalar (№ 3),Santiago de Compostela.5. ALNETSNOC AGEV E. 2005. “O Principino e a xeografía na Galiza”, in Abalar,a xeografía galega en construción. Abalar (№ 3), Santiago de Compostela.6. GARCÍA RAMON M.D. 2005. “¿Existe unha Geografía crítica en Espana?” (inédito),Conference in: IV Conferencia Internacional de Geografía Crítica, México DF.7. SAUER CARL. 1950. “Cultural Geography”, in Encyclopaedia of the social sciences,Vol. VI, New York, McMillan Company.126
The place of Geoinformation technologies in the educationand professional development of European geographersStelian Dimitrov, Anton PopovFaculty of Geology and Geography, Sofia University “St.Kliment Ohridski”,15 Tzar Osvoboditel Bd, Sofia 1504, Bulgariae-mail: stelian@gea.uni-sofia.bgAbstractThis paper discusses the importance of GIS and related geoinformation technologies in theprocesses of capacity building of geographers. In the analysis of different teaching programs,the accent is placed onto European practices in teaching GIS. The paper is trying to depict thesituation of GIS education in Europe and to propose a view for the changing of the teachingapproaches of GIS and GI technologies as a whole in the geography curriculum.Key words: Geography, GIS, teaching, Geography education, Geoinformation technologies,professional development, capacity buildingIntroductionIn recent years the use of computers and information technology as a whole changeddramatically the system of higher education. Today we cannot imagine the traditionallyvery conservative academic world without ICT. In the case of academicgeography this role is played more or less by Geographical information Systemsand related Geoinformation (GI) technologies. Those technologies made geography“high-tech” discipline and the majority of professional geographers have alreadyaccepted this fact today. For the last two decades GIS found its natural place ingeography curricula and the GIS skills today are an integral part in the professionaldevelopment of the contemporary geographers.But is it enough to simply put some GI courses into the curriculum? Is there aneed for a new approach in teaching GI and GIS? Do we need to be “rethinking” theplace of GI and GIS in the professional development of geographers?To answer those questions is not a simple task, but we believe that opening suchdiscussion among European geographers is very important for the future of academicgeography and for the position of the geography and geographers in society. Theanswers of such questions are directly related with issues like “employability”, whichare of vital importance for our future as a community.Why GIS and GI are important for professional development of geographers?To answer this question, first we have to answer the question what makes GIStechnology so important? On first sight the answer is simple- because we need informationabout the space and the different phenomena in it and GIS is very effectivetool which makes this. And because geographic information is a major informationcategory, there is a need to have a specialized information system, which is able127
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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
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
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• 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 116 and 117: audio lectures - one for presenting
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 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
Page 166 and 167: can convene. Details of these modul
Page 168 and 169: preparation and to some extent, tea
Page 170 and 171: The assessment must form the basis
Page 172 and 173: The teaching shall build on the pup
Page 174 and 175: 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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