“Doing Geography”: Evaluating an Independent Geographic Inquiry Assessment Task in an Initial Teacher Education Program

Abstract

The assessment task of the final course in a bachelor of secondary education program is examined for opportunities for preservice geography teachers to achieve the course aims of integrating, consolidating, applying, and reflecting on the knowledge and skills they have learned during their initial teacher education program. The results show that the preservice teachers did better in some areas (integrating, consolidating, and reflecting) than in others (applying). This has implications for curriculum renewal in geography methods courses—specifically to provide more opportunities for preservice teachers to practice applying the knowledge and skills they have gained during the program, essential for their future roles as senior geography teachers.

Key Words:

• preservice geography teachers
• inquiry learning
• geography education
• geographic inquiry
• geographic skills

Acknowledgments

Our sincere thanks go to the preservice geography teachers who participated in, and contributed to, this study. We would also like to thank the two anonymous reviewers and the editor for their feedback on ways to improve the article.

Additional information

Notes on contributors

Wendy Harte

Wendy Harte is a lecturer of geography education in the School of Education and Professional Studies at Griffith University, Brisbane, Australia. Her current research focus is in preparing preservice geography teachers. She has previously lectured in human geography at universities in South Africa and Australia, and published research on refugee migration and hazard management in squatter settlements.

Paul Reitano

Paul Reitano has taught in schools in Australia, Indonesia, and Canada. At present, he is a lecturer in primary and secondary history and geography education at the School of Education and Professional Studies at Griffith University, Brisbane, Australia. His research interests are using video and concept mapping to promote reflective practices among beginning teachers.