Researching and Improving Geography Teacher Preparation Through Transatlantic Collaborations

这项与美国，英国和芬兰合作伙伴的跨大西洋合作研究将确定地理如何有助于K-12学生的整体能力。该项目有两个主要组成部分，涉及能力或理解自主权，人权，公民身份，可持续发展，经济和文化等主题的原则。第一部分是对美国国家地理标准、教师培训课程和实践的国际比较分析，英国，和芬兰，以确定标准如何解决学生的能力。由此产生的综合报告将为其他国家说明能力概念如何能够弥合地理教育中的不同概念和实践，并为教师培养方面的国际合作奠定基础。第二个项目组成部分将设计和实施一个研讨会，召集地理教授和美国和欧盟职前教师教育课程的应届毕业生。通过第一年进行的内容分析研究的结果，参与者将确定并最终弥合地理作为一门学科的不同国家概念，“地理思考”意味着什么，以及中学后教师准备在加强地理教育中的作用。研讨会结束后，与会者将开发在线教育资源，将使用美国地理学家协会全球地理教育中心（CGGE）为国际合作项目连接职前地理教师。这些教育资源借鉴了一种被称为“能力方法”的课程开发方法，以统一各种国家的地理概念，使有抱负的地理教师能够在发展该学科的专业知识时参与国际同行的观点。地理在日常决策中发挥着重要作用。地理思维是提出问题的基础，这些问题可以识别地方之间不断变化的关系，并传达在各种尺度上观察到的模式。从国际透镜的角度来看，这些问题变得更加复杂。该项目建立在国际伙伴关系的基础上，将通过教师培训讲习班和免费获得的专业发展资源来加强地理教育。新的CGGE案例研究和合作项目将在线连接职前教师，以研究和讨论各自国家的重要地理问题，并为他们提供跨文化理解和地理学习的重要机会。 最终，项目参与者的学生将有类似的机会获得国家标准中强调的地理内容的国际视角。 总之，这些跨文化研究和教育活动将促进植根于复杂的国际地理视角的国际联系教师准备计划的发展。

This collaborative transatlantic research with United States, the United Kingdom, and Finland partners will determine how geography contributes to the overall capabilities of K-12 students. There are two major components to this project that address capabilities, or the principles of understanding topics like autonomy, human rights, citizenship, sustainable development, economy and culture. The first is an international comparative analysis of national geography standards, teacher preparation curricula and practices within the U.S., U.K., and Finland to determine how standards address the capabilities of students. The resulting synthesis report will illustrate for other nations how capability concepts can bridge divergent conceptions and practices in geography education and set the stage for international collaborations in teacher preparation. The second project component will design and implement a workshop convening geography professors and recent graduates from pre-service teacher education programs in the U.S. and EU. Informed by the outcomes of content analysis research performed in the first year, participants will identify and ultimately bridge differing national conceptions of geography as an academic discipline, what it means to "think geographically," and the role of post-secondary teacher preparation in enhancing geographic education. Following the workshop, the participants will develop online educational resources that will connect pre-service geography teachers for international collaborative projects using the Center for Global Geography Education (CGGE) at the Association of American Geographers. These educational resources draw on an approach to curriculum development known as the "capability approach" to unify various national conceptions of geography in a way that enables aspiring geography teachers to engage the perspectives of their peers internationally as they develop expertise in the subject. Geography plays an important role in everyday decision-making. Thinking geographically underpins the practice of asking questions that identify changing relationships between places, and communicate patterns observed at various scales. These questions become more complex when viewed from an international lens. This project, founded on international partnership, will enhance geographic education through teacher preparation workshops and freely accessible professional development resources. The new CGGE case studies and collaborative projects will connect pre-service teachers online to study and discuss important geographic questions in their respective nations and provide them with important opportunities for cross-cultural understanding and geographic learning in relation to capability principles. Eventually, the students of project participants will experience similar opportunities to attain international perspectives on geographic content emphasized in national standards. Together, these cross-cultural research and educational activities will facilitate the development of internationally connected teacher preparation programs rooted in sophisticated international geography perspectives.