Geography's Contributions to Teacher Learning and Practice about Sustainable Development through a Study Visit to the Gambia
Geography's Contributions to Teacher Learning and Practice about Sustainable Development through a Study Visit to the Gambia
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通过对冈比亚的考察访问，地理学对教师可持续发展学习和实践的贡献
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
F. Martin
中科院分区：
文献类型：
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作者：
F. Martin
本文介绍了一组西米德兰兹郡的教师在冈比亚的研究访问过程中所涉及的过程。在研究访问期间和课程结束时对教师进行了访谈。对这些访谈的初步分析表明，该课程具有很强的地理成分，挑战了教师先前对冈比亚的一些假设和信念，这也加深了对可持续发展和全球伙伴关系的理解。
This article describes the processes involved in a study visit course to The Gambia for a group of West Midlands teachers. Teachers were interviewed during the study visit and at the end of the course. Initial analysis of these interviews indicates that the course, which had a strong geographical component, challenged some of the teachers' prior assumptions and beliefs about The Gambia and that this also led to deeper understandings about sustainable development and global partnerships.