This paper reports an on‐going study in the UK regarding the contribution of geography teaching to pupils’ environmental education when studying local issues. The study investigates three areas: (1) geography teachers’ conceptualisation of environmental education; (2) how environmental education provision is affected by the disposition of schools and the practices found within them; and (3) the dynamics of improving the contribution of geography teaching to pupils’ environmental education when pupils study local issues. The paper discusses methodological considerations and issues for such research at length, emphasising the importance of choosing appropriate methodologies and thoughtfully constructing research designs.
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Related Research Data
A Critical Analysis of Research in Environmental Education
Source:
Informa UK Limited
School teachers’ conceptions of environmental education: reinterpreting a typology through a thematic analysis
Source:
Informa UK Limited
Listening to Secondary Pre-service Teachers: Implications for Teacher Education
Source:
Cambridge University Press (CUP)
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