The impact of forming a community of practice on teachers’ attitudes and approaches to primary geography

Figures & data

Figure 1. Teacher learning processes within the Cosán framework (TC 2016, 15 and 19).

Figure 2. Eleven Knowledge (Kn.) Bases of PCK (adapted from Turner-Bisset 1999, 47).

Figure 3. Framework for PCK-G (Blankman et al. 2015, 84).

Table 1. Research design for the study.

Phase	Action	Location	Design
1	Pre-interviews	School	Semi-structured interview
2	CPD sessions (3 × 1 h sessions)	School, Local Park, Seashore.	Informed by pre-interviews. Facilitated by researcher
3	Post-interviews	School	Semi-structured interview

Figure 4. The Impact of CPD on Elements Contributing to Participants’ PCK-G.

Teaching Council. 2016. Cosán: Framework for Teachers Learning. Maynooth: Teaching Council. Accessed August, 25 2023.

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Turner-Bisset, Rosie. 1999. “The Knowledge Bases of the Expert Teacher.” British Educational Research Journal 25 (1): 39–55. https://doi.org/10.1080/0141192990250104.

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Blankman, Marian, Joop van der Schee, Monique Volman, and Marianne Boogaard. 2015. “Primary Teacher Educators’ Perception of Desired and Achieved Pedagogical Content Knowledge in Geography Education in Primary Teacher Training.” International Research in Geographical and Environmental Education 24 (1): 80–94. https://doi.org/10.1080/10382046.2014.967110.

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