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The majority answered that they would be increasing the number of such vacanciesfor practical placements in the immediate future.ConclusionsIn the light of the analysis given above in respect of the situation of professionalgeographers in Castile and Leon, certain conclusions of interest may be drawn:• The current process of revising university degrees in the context of the EuropeanHigher Education Area should be seen as an opportunity for Spanish academicGeography, on the one hand to create a 180 ECTS [European university credit]generalist-humanist degree that will qualify graduates to teach and to work inconsultancy companies, and on the other to design a 120 ECTS multidisciplinarypostgraduate programme of studies that will allow geographers to specialize inthe fields highlighted by the Guild: geo-information technologies, the environment,town and country planning, demographic and social studies, the informationsociety and rural development. Academic staff will have to specialize in one ofthese two types of programme.• In the specific case of Castile and Leon, the three public universities could continuewith their undergraduate degrees, but jointly offer a postgraduate or Master’squalification in Regional Development. Alternatively, they might complementeach other by choosing differentiated specializations.• In the design of both the undergraduate and the postgraduate qualifications theyoffer, it is of vital importance for them to back up the material learned in theclassroom with the experience that is provided by work placements in companiesand public institutions.• Lastly, it is very important for the future the profession of geographer in Castileand Leon for the Branch of the Guild to be set up and developed. It is also highlydesirable for there to be qualified geographers working for the AutonomousRegional Government, as this is the most effective strategy to achieve social andinstitutional recognition of geographers’ professional skills.References1. ANECA 2004. Título de Grado en Geografía y Ordenación del Territorio. Omán.Madrid.2. A.G.E. 2001. Geografía 21. Compobell. Murcia.3. COLEGIO DE GEÓGRAFOS 2004. Las salidas profesionales de los Geógrafos.Madrid.4. PHILIPPONNEAU M. 2001. Geografía Aplicada. Ariel. Barcelona.5. RODRÍGUEZ GONZÁLEZ R. 2004. Xeografía, entre cultura e profesión territorial. IrIndo. Vigo.222
To have and to have not. Some questions on secondaryGeography in SpainMaria VillanuevaFaculty of Education.Universitat Autonoma de BarcelonaCampus de Bellaterra. 008193. Spaine-mail: Maria.Villanueva@uab.esKey words: teacher’s background, teaching methodology, teacher skills, geographycompetencesIntroductionAn increasing social pressure is currently placing teachers and the school systemin the “hurricane’s eye”. The cultural mix and the need for a change in attitudesand skills, is pressing the school and the role of teachers is becoming more difficultand even controversial. In this context, the question “Is there a significant role forGeography in education?” should be asked. Are teachers equipped to make geographya relevant subject in the school? This paper reports on the outcomes of a studycarried out in the framework of wider research on the geography teacher’s profiles.The work we present here was centred in the analysis of the teacher’s points of viewon some specific teaching aspects, mainly on those related to the use of resources inthe classroom. The study also analyses the relationship between the use of teachingresources in the geography classroom and the teacher’s attitudes towards in-servicetraining. The work also provides interesting insights on the teachers opinions aboutGeography in the school curriculum.The context of the research: Geography in Spanish curriculumIn the 20 th century, Geography has been sharing the same curricular unit with Historyand teachers, both of Geography and History, used to have a History degree. Theorigin of this imbalance may be related to the shortage of Geography graduates at thetime. Until the end of the 1960’s, a Geography degree existed only in four Universitiesand new departments were established only after the new Education Act in the1970’s. There are in 2005, 25 Geography university departments in Spain. Nevertheless,today historians and geographers still share the teaching of Secondary schoolGeography, which has often been considered by History teachers as just an “attachment”.In most universities, Geography has disappeared as such, from the curriculumof Teacher Training, substituted by methodological subjects; thus geographicalknowledge and skills are becoming poorer among primary school teachers, as inmany cases their geographical background is only that of lower secondary school(Villanueva, 2000).223
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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
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delivery, and the methods of the pa
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• Pathways signal important tasks
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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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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Page 174 and 175: The Relationship between Geography
Page 176 and 177: Geography and Territory Planning ha
Page 178 and 179: we wished, of course we have obtain
Page 180 and 181: Why Managers from Multinational Com
Page 182 and 183: able to have training in different
Page 184 and 185: ContextUtrecht University is a larg
Page 186 and 187: Typical is the very open atmosphere
Page 188 and 189: Times of Change for Geography Educa
Page 190 and 191: where it is divided into specific b
Page 192 and 193: • traditional versus progressive
Page 194 and 195: on European Dimension of Teaching g
Page 196 and 197: With the ongoing development of tel
Page 198 and 199: Figure 2. Present at Annual Congres
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Page 202 and 203: An evaluation of geographyand geogr
Page 204 and 205: The problems of geography and geogr
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Page 208 and 209: Then these results were compared to
Page 210 and 211: Figure 9. Countries mentioned by th
Page 212 and 213: Internationalizing geography in hig
Page 214 and 215: nationalize their undergraduate and
Page 216 and 217: Groups also focus on international
Page 218 and 219: The Position of Geography Graduates
Page 220 and 221: have also affected the number ofGeo
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Page 226 and 227: the efficacy of the teaching and le
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Page 230 and 231: What Europe do we teach?A view from
Page 232 and 233: The regional approach is used in on
Page 234 and 235: The syllabi reflect mainly that the
Page 236 and 237: Geography Forum: Intercultural Lear
Page 238 and 239: Was Intercultural Competence promot
Page 240 and 241: of geographical education in our un
Page 242 and 243: Higher education (University) as a
Page 244 and 245: This table shows the importance of
Page 246 and 247: the studies on what exists, to cons
Page 248 and 249: 248taught in the foreign language e
Page 250 and 251: as K. De Bot calls it, is a variety
Page 252 and 253: Do you speak European? or: Why even
Page 254 and 255: Years’ Religious War in the 17 th
Page 256 and 257: Why geographers should be able to s
Page 258 and 259: Intercultural education in Italian
Page 260 and 261: of geography in the process of inte
Page 262 and 263: 9. BRUSA C., ed. 2002. Processi di
Page 264 and 265: Nowadays, according to the literatu
Page 266 and 267: In the gymnasium and in high school
Page 268 and 269: 3. Dziennik Ustaw nr 61 z dnia 19 c
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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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