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5. JACKSON P. 1989. Maps of Meaning. London: Routledge.6. MASSEY D. 2002. ‘Globalisation: What does it mean for geography?’, Geography, 87,4, pp. 293−296.7. MORGAN J. 2003. ‘Cultural geography goes to school’, Geography, 88, 3, pp. 217−224.8. RAWLING E., 2001. Changing the subject: The impact of national policy on schoolgeography 1980−2000. Sheffield: The Geographical Association.9. ROBERTS M. 1998. ‘The Impact and Legacy of the 1991 Geography National Curriculumat Key Stage 3’, Geography, 83, 1, pp. 15−27.10. WALFORD R. 2001. Geography in British Schools 1850-2000, London: WoburnPress.11. WAUGH D. and BUSHELL, A. 1991, 1992, 1993. Key Geography. Cheltenham: StanleyThornes.12. WRIGHT D. 2003. ‘Questioning world maps’, Teaching Geography 28, 4, pp. 174−176.64
Training geography teachers in Poland with regardto changes in school educationJolanta Rodzoś 1 , Przemysław Charzyński 21Department of Geography Education, Faculty of Biology and Earth Sciences,Maria Curie-Sklodowska Uniwersity, Krasnicka str. 2cd, 20-718 Lublin, Polande-mail: jrodzos@tlen.pl2Didactical Laboratory, Faculty of Biology and Earth Sciences,Nicholas Copernicus Uniwersity in Toruń,Danielewskiego str.6, 87-100 Torune-mail: pecha@geo.uni.torun.plAbstractThe paper shows changes in training of geography teachers that have been occurring inPoland since the late 1900s. Analyzed were curricula of schools of higher education, withparticular regard to their quality. Teacher training is examined in the aspect of:• contemporary conception of school education• social-economic situation• formal requirements of Ministry of Education.The article also contains postulates of further modernization in teachers education,concerning both merits and pedagogy.Key words: Polish education system, geographical education, training geographyteachersIntroductionThe Polish education system has undergone huge changes in the last fifteen years.To a large extent, these changes are a consequence of the system transformationand reform of 1989 and accompanying changes in the economic, social, andcultural spheres. In the new, democratic, conditions of state functioning, the schoolmodel based on central administration and using uniform patterns of teaching andupbringing has proved to be inadequate. The range of competences developed so farin school education has also been recognised as insufficient. The citizen’s qualitiesthat have now become highly rated in the days of a market economy and developingself-government, are: open-mindedness, innovativeness, creativity and the ability tofunction in competitive conditions. That is why, starting in the early 1990s, changesin curriculum and methodology began to be introduced in schools, crowned bya systemic reform of education finally introduced in 1999.Changes in Polish school systemThe Polish school at the end of the past century was characterised by excessivefactual knowledge. Within particular subjects, the achievements of their mother65
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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......
Page 13: Barbara Katharina Mayerhofer, Teach
Page 17 and 18: How to design and implement excitin
Page 19 and 20: only increase their motivation to l
Page 21 and 22: Ministry of Education. Having in mi
Page 23 and 24: eEurope and the Bologna agendaIn hi
Page 25 and 26: The main learning approachesencoura
Page 27 and 28: as a vibrant exciting subject at un
Page 29 and 30: include ICT as part of the educatio
Page 31 and 32: 19. RICHARDSON J. A. 2001. Collabor
Page 33 and 34: class using identical instructions
Page 35 and 36: ability to hold and move a load is
Page 37 and 38: the range of practical activities.
Page 39 and 40: Multimedia learning of geographical
Page 41 and 42: • an organizer and manager of a l
Page 43 and 44: Geographical fieldwork in forestsJa
Page 45 and 46: One of these field study laboratori
Page 47 and 48: learning“, to develop and then in
Page 49 and 50: egin). It is referred to the inter-
Page 51 and 52: overruled by the judge and some sus
Page 53 and 54: esses or their reciprocal relations
Page 55 and 56: formulated one of key principles in
Page 57 and 58: Dress rehearsalHow should a present
Page 59 and 60: of the world, but multiple maps of
Page 61 and 62: focused on landscape, climate, popu
Page 63: ments in academic geography, could
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
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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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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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