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6. An important issue in the curriculum of pedagogic subjects is also the diagnosisof the pupil’s/student’s development and the ability to modify teaching strategiesdepending on the results of teaching.7. Among the contents of training prospective teachers, there is a motto: Planningyour professional development. University preparation is thus treated as only thefirst stage of becoming a teacher.8. In classes, many problems are solved through team work, which develops the skillof effective co-operation that is so important in the work of the modern teacher.9. It is also very important to develop communication skills that will allow efficientexchange of information and feelings in the direction of teacher-pupils/students,teacher-parents, teacher-representatives of the local environment.As the above shows, modern curricula/syllabuses for the subjects of pedagogicblocks follow the changes in school geography. A fact of the greatest significanceis that beside the traditional methodology course, with the training of the pupil’sefficient work organisation skills, the classes prepare prospective teachers to makeautonomous choices. Emerging from the programs analysed is also the modelof a teacher-creator who forms the didactic process, adjusting it to specific conditions.At the same time, attempts can be noticed to develop in prospective teachersan attitude of being open and ready to improve both their methodological competence,and their own approach. It can be said that the curricula for educating teacherstakes into account the needs of modern school education. They prepare the studentfor taking the first steps in the profession. At the same time, they are convinced ofthe need for continuous improvement and training. Maybe more effort should be putin the area of co-operation between the teacher and pupils/students on one side, andlocal community on the other.There is, however, an evident lack of adjustment of the subject-matter preparation.It is a fact often stressed by didactics research (Stańczyk 2002, Szkurłat 2004). In mostof the higher education institutions, geographical studies curricula contain subjectscorresponding to narrow scientific specialisations. As a rule, physical geography ispresent in wider range. There is also a lack of subjects integrating individual piecesof knowledge. Polish university geography shows a particular reluctance towardsdemonstrating relationships between human activity and the environment. Such anapproach is treated as a sign of geographical determinism, in its pejorative sense.The student has no occasion either for getting to know the problematic formulation ofthe contents, because the contents of the university subjects are very often arrangedin a schematic encyclopaedic way. The same refers to the problem of using differentspatial scales. At higher education institutions, such an approach is quite rare.Besides, education at the higher level is oriented towards the passing of knowledge,while the sphere of the student’s skills remains acutely neglected.The concept of school geography, in respect of the approach to the contents, runsahead of university practice. Higher education schools are institutions with greatcurriculum/syllabus autonomy. They are not included in the reform on the groundsof administrative decisions. They reform themselves in their own pace, more withregard to research and finance than education. Besides, they function independently70
of the lower levels of education. Hence there is a discrepancy between the requirementsof school education and the subject-matter preparation of teachers for work.As a result, the graduates of geographical studies have to make a huge effort in orderto design new high quality geography on the basis of the specialist knowledge theyhave received. Teachers’ postgraduate studies, with curricula constructed usuallyby the didactics of geography, can be of help. Knowing the school’s needs, they aimat the proper choice of subjects and the adequate approach to the contents of eachof them. Few geography teachers undertake such complementary studies. In orderfor geography teacher education to have a professional character, a new model ofacademic training needs to be worked out.References:1. Ministry of Education and Sport. 2002. Basic curricular requirements.2. STAŃCZYK A. 2002. Problemy społeczno-ekonomiczne świata w ponadgimnazjalnymnauczaniu geografii. [in:] Geograficzne uwarunkowania rozwoju Małopolski.Red. Z. Górka, A. Jelonek. Instytut Geografii i Gospodarki Przestrzennej UJ, Kraków:577−582.3. SZKURŁAT E. 2004. Kształcenie nauczycieli geografii w świetle różnic programukształcenia geograficznego na poziomie szkolnym i akademickim. [in:] Kształceniei dokształcanie nauczycieli geografii w Polsce i Unii Europejskiej w drodze dojednoczącej się Europy. Red. W. Osuch, D. Piróg. Wydawnictwo Naukowe AkademiiPedagogicznej: 65−73.71
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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
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 and 64: 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: • optional subject (30 hours) use
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 116 and 117: audio lectures - one for presenting
Page 118 and 119: 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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