Search

Literature has emphasized the value of multidisciplinary learning strategies and the necessity of educating students to solve complex problems. It also pointed out the importance of teacher's beliefs in their practices. The purpose of this study is to understand how future teachers recognize the board game Caravelas as a didactic tool to help elementary school students develop math skills in History and Geography Portugal (HGP) classes, in a multidisciplinary way. A board game intervention was employed in the study, and both quantitative and qualitative data were gathered from sixteen future teachers enrolled in the Didactic of HGP course during their third year of the Basic Education programme. Two questionnaires were used along with a focus group discussion. The findings indicate that this group of future teachers thinks Caravelas can help students achieve their learning goals in mathematics and HGP, as well as develop their reasoning, problemsolving, and social skills. Future teachers believe Caravelas can be used as a didactic tool to integrate mathematics into HGP subjects and support multidisciplinary learning. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

P-12 geography courses are often taught as a body of facts students should learn in order to be geographically literate. Geographers, however, typically think of their discipline as encompassing practices and core concepts that help people make sense of the world around them. In this article, we consider three teachers' pedagogical content knowledge in geography, specifically their knowledge and application of a problem-based geographic inquiry (PBGI) framework. We discuss the extent to which their classroom instruction reflected geographic practices and the cornerstones of geographic inquiry over the course of two years. Our findings suggest that 1) encouraging students to think beyond their current sense of place requires teachers to have a strong grasp of the cornerstones of geographic inquiry, 2) helping teachers to use PBGI strategies to promote geographic thinking for citizenship requires more models of exemplary practice than are currently available, and 3) developing pedagogical content knowledge for geography via professional development is critical but uniquely challenging. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines the spatial dynamics of youth educational subjectivity formation. Drawing on qualitative interviews conducted in sparsely habited northern Finland, the article focuses on the experiences of 15–16-year-old young people making choices regarding post compulsory education. Employing a sociospatial-relational framework, the paper explores how youth educational subjectivities are constructed in relation to educational policy discourses and structural opportunities, as well as young people's own imaginaries of life and education in specific places. In attending to spatiality in a regional context, the analysis brings into view multiple spatialities that are present when young people are making choices regarding education and mobility. The article concludes that the formation of young people's educational subjectivity is best understood as a relational process that is inherently a sociospatial one. [ABSTRACT FROM AUTHOR]

In recent years, as well as in various other fields, developments in technology have gained a prominent place in the field of geography education. The purpose of this study is to identify the trends in the use of technology in research on geography education and to provide guidance to researchers in this field. In this regard, a detailed search was conducted for the studies published in the Web of Science database. As a result of the search, a total of 621 academic studies, which analyse the use of technology in geography education research, in Education Educational Research Category was accessed. The metadata of academic studies were downloaded from the Web of Science database and analysed with the software MS Excel and VOSviewer. The findings obtained from the study demonstrated an increase in the number of publications and citations over the years, and it was identified that the number of publications and citations increased more rapidly as of 2006 in comparison to previous years. When the geographical distribution of the studies was analysed, it was revealed that most of the studies were conducted in the UK, followed by the USA, Brazil, Australia, and China. According to keyword analysis, the most popular topics in recent years are geographic information technologies, online learning, virtual reality and visual communication technologies. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital technology has shaped the way humans interact with information and create knowledge. These conditions have in turn shaped a generation of people who experienced virtual environments very early in their lives and are often referred to as digital natives. This group of people has a particular way of communicating and interacting. It characterizes their affinity spaces and the many experiences with virtual worlds and digital games. In digital games, the separation between entertainment and learning is becoming less pronounced. Many game titles have been used for educational purposes. An iconic example is Minecraft, which has been used formally in some schools to teach topics on the environment. However, studies on formal topics in Geography are conspicuously absent, and we therefore selected Minecraft to understand how digital natives learn about Geography given the character of its virtual environment. To this aim, we developed a learning task scenario for global climate zones. The scenario was tested in two pilot studies with two different groups of participants. The results indicate that participants already share some degree of knowledge about the game environment, despite differences within the digital native group. Using the results of the pilot studies, we discuss the design choices to engage players in the game’s learning activity. [ABSTRACT FROM AUTHOR]

This study aimed to develop products and test the utility of the natural laboratory based on ecospatial edutourism. This research was developed in three stages: 1) product development using five steps in the ADDIE model: Analysis, design, development, implementation, and evaluation, 2) conducting validation tests from learning experts, and 3) conducting limited trials in small groups. The research subjects were students of Geography Education study program, State University of Malang, in the environmental course in the academic year 2019/2020. The data were analyzed using the percentage table. The results showed: 1) the digital natural laboratory based on eco-spatial edutourism was valid by the expert validators, 2) the digital natural laboratory based on eco-spatial edutourism qualified for use in higher education learning. [ABSTRACT FROM AUTHOR]

Copyright of Boletim de Geografia is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Paedagogica Vilnensia is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Humans use space as a lens to navigate and make sense of the world, thus successfully applying spatial concepts is an important life skill. Spatial thinking and developing spatial concepts are core components of school Geography curricula. Teachers teach geographical skills systematically aligning to the curriculum; however, students can struggle to understand and apply some spatial concepts and less is known about how students use conceptual skills in open-ended tasks. Set alongside a larger study (Kriewaldt et al., 2021), this paper reports on how young people were challenged to employ and develop spatial thinking during an open-ended task situated in place. We examine how students approached two challenging geospatial concepts: scale and slope. This article argues that Year 7 students were less consistent and precise in applying scale than the Year 9 cohort, with Year 9 students more advanced in awareness and comprehension of slope than those in Year 7. As well, it points to the actions of teachers to foster the long-term understanding of geographical concepts. [ABSTRACT FROM AUTHOR]

The article discusses the need for subject-specific teaching standards in geography education. It highlights the issue of out-of-field teaching, where teachers without a background in geography are teaching the subject. The article compares the generic teaching standards used in Australia to the subject-specific standards developed by the Australian Geography Teachers Association (AGTA). It emphasizes the importance of specialized expertise in geography teaching and the need for professional development programs for both specialist and non-specialist teachers. The article also includes research on students' understanding of geospatial concepts and the impact of professional learning programs on teachers' knowledge and enthusiasm for geography. [Extracted from the article]

This study investigated the sensory responses of 20 students and a geography teacher in their contact with the green areas around their school in Curitiba, Brazil in 2019. With a theoretical framework of eco-phenomenological and sensory ethnographical references, the study used three data gathering techniques: participant observation, administering a questionnaire, and walking ethnography. Review of the data revealed three categories for analysis: phenomenological deconstruction and reconstruction, slow pedagogy, and the education of attention. The results indicate that the urban context is a rich scenario offering various possibilities for awakening interest in environmental education. [ABSTRACT FROM AUTHOR]

This study aims to determine the effect of M-VGFT media on students' Complex Problem Solving and Spatial Intelligence abilities. Quasiexperimental research with post-test-only group design method. The design used two experimental groups with a purposive or judgment sampling method considering the average class value. X.2 Social Science group (14 boys and 20 girls), X.3 Social Science group (17 boys and 17 girls), and X.4 Social Science (17 boys and 17 girls). The subjects of this study were first-year high school students in the even semester of the 2021/2022 academic year. Hypothesis testing using independent sample t-test to determine the effect of M-VGFT media on the ability of students' Complex Problem Solving and Spatial Intelligence in the subject of Geography on Volcanism. The results showed a significant influence between M-VGFT media on students' Complex Problem Solving Ability and Spatial Intelligence in Madrasah Aliah Negeri Baru. However, there are differences in the influence between male and female students on the two variables. [ABSTRACT FROM AUTHOR]

Debates on the neoliberalization and privatization of education have recently contributed fresh impulses to the critical engagement of geographies of education, which is known for its longstanding interest in the reproduction of social inequalities. This paper furthers this engagement in two ways. First, it draws on an empirical study of a private, nonprofit preparatory programme that trains aspirational students from disadvantaged backgrounds for a highly selective entrance examination for state-funded secondary schools in Zurich, Switzerland. In doing so, the paper moves beyond the Anglophone pivot in the field, which has been a source of self-critique. Second, we take this empirical site a point from which to think through the study programme as an 'object multiple' that is engrained in Actor-Network Theory. Drawing on the four ontological metaphors of region, network, fluid, and fire, we assert that educational transitions serve as magnifying glasses which lay bare complex social effects of supplementary education on students, increasing social inequalities and subtle forms of conforming to and resisting of the neoliberalization of education and uncomfortable, yet thought-provoking aspects of discrimination. We conclude that the replication of white supremacy requires more reflection not only within a programme that was installed with the intent of supporting young people from disadvantaged backgrounds but also in our engagement as critical geographers within educational schemes. [ABSTRACT FROM AUTHOR]

The article features a discussion between authors who are two teachers, about their experiences and learnings in teaching economics and business, including challenges, resources, and the importance of adaptability and communication skills.

Simulation and role-play have a proven track record as pedagogic techniques to provide students with insights into geopolitics, diplomacy, and international relations. Since the first Model United Nations (MUN) in 1947, simulations have proliferated within secondary and tertiary educational settings. However, these activities overwhelmingly focus on recognised nation-states, neglecting polities that are not UN member states, but that are often acutely affected by conflict and human rights abuses. This paper is part of a broader project that is seeking to bring the realities and stories from such communities, territories, and peoples – a number of which have come together as the 'Unrepresented Nations and Peoples Organization' (UNPO) – to a wider audience. Loosely based on MUN simulations, the 'Model UNPO' exercise involves participants being assigned a UNPO member, researching that polity's context and rights claims, and coming together for a structured role-play debate. Drawing on participant observation of Model UNPO exercises with 16–18 year old students at thirteen UK secondary schools we examine how geopolitics can be taught and learned within school classroom settings, how young people make sense of geopolitics, and how they imagine and articulate alternative internationals. We assess what simulation exercises can offer to understandings of the intersection of young peoples' geopolitics and geographies of education. In doing so, we analyse how students draw on 'known worlds' and advocate for possible worlds through role-playing unrepresented diplomats, and examine the role of clause writing in the scripting of geopolitical imaginaries, and how role-playing forges empathy and solidarities. We conclude by making the case for foregrounding young people as critical and creative geopolitical thinkers. [ABSTRACT FROM AUTHOR]

A set of teaching standards for the subject of geography was developed by the profession for the profession and intended for use as a reflective tool for professional practice. These GEOGstandards were empirically generated from the practice of experienced, specialist geography teachers from across Australia. However, little is known about the use and impact of these standards in developing the practice of geography teachers, particularly in the pre-service years. In this paper, we share findings from the first phase of a qualitative, longitudinal reflexive study with five pre-service geography teachers who were completing their final year of study in an initial teacher education program and preparing to transition into the teaching profession. We argue a sustained approach towards theory-practice reflection, focused on the GEOGstandards and implemented prior to and during professional experience, enables pre-service geography teachers to effectively discern important aspects of teaching geography, and take action to develop their pedagogical practice. Data are generated through the conduct of a social lab, lesson observations and semi-structured interviews and analysed through the lens of reflexivity theory. This paper makes an important contribution to geography education because it is the first known study to empirically investigate how the use of GEOGstandards contributes to the development of pedagogical practice amongst pre-service geography teachers. In doing so, the findings yield crucial implications for effective initial teacher education in a subject-specific context. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, pre-university education was organized either on a new online model or on a traditional model, carried out on a series of educational learning platforms and using various open educational resources. Taking as a starting point the research published worldwide about the educational process during the pandemic period, we present and discuss the similarities and differences regarding the educational process of learning-assessment at the pre-university level, with reference to the subject of geography. To achieve our goal, we conducted a review of the literature on articles dealing with traditional pre-university education and the online model during the pandemic, taking into account our personal teaching-learning-assessment experience on this topic, as well as the perception of teachers. This study comparatively evaluates the students' learning about the results obtained in the two teachinglearning- assessment models and the perspective of the teachers through a survey of their reflection on the experiences of the pandemic period, identifying the causes, effects and solutions. The observations of the experiment and the analysis of the questionnaire showed significant similarities and differences between the scores obtained by the students and how the learning platforms can facilitate teaching and learning. This study discusses the implications and proposes suggestions for further research on these findings. [ABSTRACT FROM AUTHOR]

• The paper pursues a novel focus on the economic geography of supplementary education during the coronavirus pandemic. • COVID-19 dealt a heavy blow to the economic vitality of the private tuition industry. • The pandemic transformed the spatiality of business practices in this 'shadow education' sector. • It raised ethical questions about this valuable yet regressive commercial service. • COVID-19 is reshaping education markets: this affects educational entrepreneurs and unequal consumer outcomes. This paper challenges geographers to examine the lucrative, but vastly understudied, global supplementary education sector (e.g. private tuition; learning centres; cram schools). It marks a break from research in Geographies of Education on locational, socio-cultural and political-economy issues, by concentrating directly on the economic geography of this metaphorically monikered 'shadow education' sector. Centred on the first wave of the coronavirus pandemic, the paper's aim is to investigate the impact of COVID-19 on the economic vitality, business spatiality and societal value of private tuition in England. Methodologically, it utilises in-depth interviews with tutors providing one-to-one instruction in English, maths or science in the regionally-differentiated tuition market. The findings demonstrate business vitality was impacted: COVID-19 related disruption to schooling produced a profound economic shock for the tuition industry, though new opportunities also emerged from the crisis. Business spatiality was fundamentally rewritten, not only in terms of delivery but also as local markets became national ones. The social value of the industry was drawn into question, as the service was both vital and regressive in its distribution. In conclusion, the paper argues geographers of education must: (i) Embrace research on supplementary education in its own right and as it articulates with state education provision; (ii) Pursue economic analyses which consider both how markets work to produce unequal outcomes for potential consumers, and how they emerge as a space of educational entrepreneurship for those seeking to make a living; and (iii) Urgently examine how the coronavirus pandemic is rewriting processes across the education system. [ABSTRACT FROM AUTHOR]

Copyright of Recherches Sociographiques is the property of Recherches Sociographiques and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

U.S. education research about rural places commonly neglects definitional boundaries. Our systematic mapping review of 524 studies approximated how early-career scholars and those new to the rural education research space, including practitioners and policymakers, might experience the literature base and provides a bird's-eye view of how studies tend to define rurality and the types of locations, sectors, and participant roles that they interrogate within inquiries of rural education. We found definitions or demonstrations of rurality in 30% of our sample and little common ground among such studies. For example, 8.59% of studies in our sample applied the National Center for Education Statistics' urbancentric locale codes, still making that the most frequently employed schema. Defining rural occurred about twice as often within articles in rural-focused journals than within non-rural-focused journals, while articles in Journal of Research in Rural Education defined rural nearly three times as often as articles in non-rural-focused journals. Regionally, we found considerable evidence that site selection has tended to privilege the South and Midwest, seeming to desert the Northeast, Upper Midwest, and swaths of the West. Regarding sectors, we found rural research on K-12 education (81%) to be far more prevalent than on pre-K (1.15%) or tertiary education (12%). We conclude with provocations for U.S. education researchers toward a goal of richer scholarship. [ABSTRACT FROM AUTHOR]

The study aimed to determine the effect of mobile augmented reality in the digital encyclopedia on complex problem-solving ability and responsible decision-making attitude of first-year students. The research was a quasiexperiment (quantitative research) with pretest and posttest methods. The population was first-year students of 2019/2020 in the Geography Education program, Faculty of Social Sciences, State University of Malang. The experimental group was from the PGEO6006-L class, and the control group was from the PGEO6006-A class, totaled 73 participants. Data were collected using a qualitative method using interviews and a quantitative method using a questionnaire for 4 weeks. The data analysis used an independent t-test to determine the effect of mobile augmented reality on students' complex problem-solving ability and responsible decision-making attitude in Cosmography class. The results indicated that mobile augmented reality in the digital encyclopedia has a significant effect on students' complex problem-solving ability and responsible decision-making attitude. [ABSTRACT FROM AUTHOR]

Scientific writing is essential for students to express their idea and to report their research. Problem-based learning model directs students to solve problems and report them in the form of scientific articles. The report is written logically and systematically. The research used a quasi-experiment method with 62 students as participants. The research was conducted in the Geography Education Program of Kanjuruhan University of Malang, Indonesia, academic year 2017/2018 on the course of Geography Natural Resource. The instruments used were essay tests and assessment rubrics for scientific writing. Data from problem-solving and scientific writing assessments were analysed with the Mann-Whitney test with a significance level of 5% after a prerequisite test. The results of the study showed that: problembased learning model has a significant effect on students’ problem-solving skills, scientific writing skill, and together problem-based learning and problem-solving skills had significant effect scientific writing skill. [ABSTRACT FROM AUTHOR]

This contribution evaluates opportunities and challenges concerning the conception and utilization of visuals in current German geography textbooks from multidisciplinary theoretical perspectives. The designer's point of view, with insights from visual communications, information design, user experience design, and instructional design, will be discussed, together with the findings from work in the fields of media studies, educational psychology, and geography education. Based on the theoretical approach, a discussion will be put forth regarding the usability aspects of visual design features in geographical learning media, relations between visual attention, visual search strategies, visual literacy skills, instructional design strategies, subject didactics, and motivational aspects of knowledge construction through today's multimodal geography textbooks. This contribution suggests six usability qualities of visual design elements in textbooks that may affect learning motivation and knowledge construction: aesthetics (visual appealing), (quick and easy) orientation, usefulness (relevant information complementing text information), helpfulness (support with completing tasks and content comprehension), interest (relevant content, new perspectives), and comprehensibility (image content connects to the topic). A model embeds the evolved usability qualities of 'well-designed' textbooks into existing theoretical models from the fields of educational psychology, visual communications, media studies, and geography education. [ABSTRACT FROM AUTHOR]

In the article, the author discusses the shortage of business and economic teachers in Great Britain amidst the sustained increase of students taking business, management or economics degree, as well as the possible solutions to address the issue.

Copyright of Boletim de Geografia is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Use of technology in education enables students to be motivated and eager to participate in the lesson and is also a more effective tool in increasing motivation, encouraging students to the lesson and understanding the subject. The aim of this study is to determine the views of secondary school students on the use of technology in geography lessons. Qualitative research method was used in this study. Semi-structured interviews were carried out with 32 students who took geography lessons in Kazakhstan during the 2018-2019 academic year. The semi-structured interview form developed within the scope of this research was used as a data collection tool. Results of the study showed that secondary school students found technology effective and funny to use in geography lessons. Projections, computers, tablets and smart phones were specified by the students as useful technological tools for teaching geography. Results of the study were discussed with relevant literature and important implications for further research and practices were presented. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Many teachers hesitate to integrate internet research into their lessons as they face major uncertainties concerning their students' competencies in retrieving, evaluating and processing digital information. Understanding complex geographical conflicts using the internet poses special challenges to students, as they need to obtain multi-dimensional, spatial and temporally relevant information to grasp the conflict in its entirety. In order to obtain insights into students' digital researching strategies, a study was conducted in 2018 with 20 German secondary school students, who were asked to form their own opinion on a complex geographical conflict by searching the internet for useful information. The students were instructed to share their thoughts and actions aloud while undertaking the research. All digital activities and accompanying speech were recorded with screen and audio capture technology. The analysis of the transcripts consisted of a combination of qualitative and basic quantitative analysis, which led to the conclusion that students have very different abilities in identifying multi-dimensional information on complex geographical conflicts. The majority of the students neither used maps nor paid attention to publication dates of websites or information. Furthermore, none of the participants questioned the credibility of their retrieved digital information. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ethnomusicology is the property of University of Illinois Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista NERA is the property of Revista NERA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sociology & Space / Sociologija i Prostor is the property of Institut za drustvena istrazivanja u Zagrebu (Institute for Social Research of Zagreb) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to find an authentic assessment in field study activities that can be used to shape the professionalism of geography teacher candidates. The method used in this research is Research and Development. Research instruments: documentation study guidelines; model authentic assessment; Instruments for prospective professional teachers with peer ratings. Authentic factual model assessment limited testing of students at the Jakarta State University Geography Education. The factual model was improved to be retested. The hypothetical model was tested on 120 respondents in geography education students at Jakarta State University & Indonesian Education University. Data analysis used by path analysis, with the help of AMOS software program 5. The type of authentic assessment is positively related, namely the performance appraisal of tool use (0,36) and project assessment (0,24), which has a negative relationship namely attitude assessment (-0,13), presentation performance (-0,14), and portfolio assessment (-0,40). Teacher professionalism includes four competencies. Field study can make personality and social competencies of geography teacher candidates, but it lacks in making pedagogic and professional competences. [ABSTRACT FROM AUTHOR]

Copyright of Boletim de Geografia is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Sustainability is an important cross-curriculum priority in Australian education that is not commonly realised in schools and classrooms. In this article, we discuss the challenges and opportunities to enacting sustainability, suggesting that both top-down (systemic schoolwide leadership and support) and bottom-up (individual educator’s reflexivity) support for sustainability is needed. We postulate that an action-oriented and transformative geography education may support the realisation of sustainable world views for learners, and we present a simple learning progression for action-oriented education, adapted from the Australian Curriculum: Humanities and Social Sciences, for achieving this aim. In this way, geography teachers may be empowered to embed sustainability in their day-to-day teaching. [ABSTRACT FROM AUTHOR]