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

References

• Basit, Tehmina N. 2010. Conducting Research in Educational Contexts. London: Continuum International Publishing Group.
   Google Scholar
• 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.
   Web of Science ®Google Scholar
• Brooks, Clare. 2012. “Changing Times in England: The Influence on Geography Teachers’ Professional Practice.” International Research in Geographical and Environmental Education 21 (4): 297–309. https://doi.org/10.1080/10382046.2012.725966.
   Google Scholar
• Brown, Tony, Olwen Mcnamara, Una Hanley, and Liz Jones. 1999. “Primary Student Teachers’ Understanding of Mathematics and Its Teaching.” British Educational Research Journal 25 (3): 299–322. https://doi.org/10.1080/0141192990250303.
   Google Scholar
• Catling, Simon. 2001. “English Primary Schoolchildren’s Definitions of Geography.” International Research in Geographical and Environmental Education 10 (4): 363–378. https://doi.org/10.1080/10382040108667451.
   Google Scholar
• Catling, Simon. 2017. “Not Nearly Enough Geography! University Provision for England’s Pre-Service Primary Teachers.” Journal of Geography in Higher Education 41 (3): 434–458. https://doi.org/10.1080/03098265.2017.1331422.
   Web of Science ®Google Scholar
• Catling, Simon, and Fran Martin. 2011. “Contesting Powerful Knowledge: The Primary Geography Curriculum as an Articulation Between Academic and Children’s (Ethno-) Geographies.” The Curriculum Journal 22 (3): 317–335. https://doi.org/10.1080/09585176.2011.601624.
   Google Scholar
• Catling, Simon, and Emma Morley. 2013. “Enquiring Into Primary Teachers’ Geographical Knowledge.” Education 3-13 41 (4): 425–442. https://doi.org/10.1080/03004279.2013.819617.
   Google Scholar
• Chalmers, Lex, and Paul Keown. 2006. “Communities of Practice and the Professional Development of Geography Teachers.” Geography 91 (2): 109–116. https://doi.org/10.1080/00167487.2006.12094156.
   Google Scholar
• Clarke, Matthew. 2009. “The Ethico-politics of Teacher Identity.” Educational Philosophy and Theory 41 (2): 185–200. https://doi.org/10.1111/j.1469-5812.2008.00420.x.
   Web of Science ®Google Scholar
• Cohen, Louis, Lawrence Manion, and Keith Morrison. 2007. Research Methods in Education. 5th ed. Abingdon: RoutledgeFalmer.
   Google Scholar
• Conner, Colin. 1998. “A Study of the Effects of Participation in a Course to Support the Teaching of Geography in the Primary School.” Teacher Development 2 (1): 27–43. https://doi.org/10.1080/13664539800200036.
   Google Scholar
• Cresswell, J. W. 2007. Qualitative Inquiry and Research Design. 2nd ed. California: Sage Publication Inc.
   Google Scholar
• Cummins, M. 2010. “Eleven Years On: A Case Study of Geography Practices and Perspectives Within an Irish School.” MEd Thesis. Dublin City University.
   Google Scholar
• Denscombe, Martyn. 2010. The Good Research Guide: For Small-Scale Social Research Projects. Berkshire: Open University Press. https://www.dawsonera.com:443/abstract/9780335241408.
   Google Scholar
• Department of Education and Science. 2009. Extra Personal Vacation (EPV). Circular 0035/2009. https://circulars.gov.ie/pdf/circular/education/2009/35.pdf.
   Google Scholar
• Dewey, John. 1915. The School and Society. Chicago: University of Chicago Press.
   Google Scholar
• Dolan, Anne M. 2016. “Place-Based Curriculum Making: Devising a Synthesis Between Primary Geography and Outdoor Learning.” Journal of Adventure Education and Outdoor Learning 16 (1): 49–62. https://doi.org/10.1080/14729679.2015.1051563.
   Web of Science ®Google Scholar
• Foley, Kathleen. 2017. “Models of Continuing Professional Development and Primary Teachers’ Viewpoints.” Irish Teachers’ Journal 5 (1): 55–73. https://www.into.ie/app/uploads/2017/01/21Nov_IrishTeachersJournal2017.pdf.
   Google Scholar
• Greenwood, Richard, Sandra Austin, Karin Bacon, and Susan Pike. 2020. “Enquiry-Based Learning in the Primary Classroom: Student Teachers’ Perceptions.” Education 3-13 (December): 1–15. https://doi.org/10.1080/03004279.2020.1853788.
   Google Scholar
• Harris, Jo, Lorraine Cale, and Hayley Musson. 2012. “The Predicament of Primary Physical Education: A Consequence of ‘Insufficient’ ITT and ‘Ineffective’ CPD?” Physical Education & Sport Pedagogy 17 (4): 367–381. https://doi.org/10.1080/17408989.2011.582489.
   Web of Science ®Google Scholar
• International Geographical Union. 2016. 2016 International Charter on Geographical Education. IGU Commission on Geographical Education. http://www.igu-cge.org/wp-content/uploads/2018/02/IGU_2016_def.pdf.
   Google Scholar
• Jarvis, Tina, and Anthony Pell. 2004. “Primary Teachers’ Changing Attitudes and Cognition During a Two-Year Science In-Service Programme and Their Effect on Pupils.” Research Report’. International Journal of Science Education 26 (14): 1787–1811.
   Google Scholar
• Keeling, Anne. 2009. “Geography is Happiness.” Primary Geography 68 (1): 15–17.
   Google Scholar
• Lane, Rod. 2015. “Experienced Geography Teachers’ PCK of Students’ Ideas and Beliefs About Learning and Teaching.” International Research in Geographical and Environmental Education 24 (1): 43–57. https://doi.org/10.1080/10382046.2014.967113.
   Web of Science ®Google Scholar
• MacQuarrie, Sarah. 2018. “Everyday Teaching and Outdoor Learning: Developing an Integrated Approach to Support School-Based Provision.” Education 3-13 46 (3): 345–361. https://doi.org/10.1080/03004279.2016.1263968.
   Web of Science ®Google Scholar
• Makopoulou, Kyriaki, Ross D. Neville, Nikos Ntoumanis, and Gary Thomas. 2019. “An Investigation Into the Effects of Short-Course Professional Development on Teachers’ and Teaching Assistants’ Self-efficacy.” Professional Development in Education (September): 1–16. https://doi.org/10.1080/19415257.2019.1665572.
   Google Scholar
• Martin, Fran. 2005. The Relationship Between Beginning Teachers’ Prior Conceptions of Geography, Knowledge and Pedagogy and Their Development as Teachers of Primary Geography. Coventry: Coventry University.
   Google Scholar
• Martin, Fran. 2008. “Knowledge Bases for Effective Teaching: Beginning Teachers’ Development as Teachers of Primary Geography.” International Research in Geographical and Environmental Education 17 (1): 13–39. https://doi.org/10.2167/irgee226.0.
   Google Scholar
• Maxwell, Joseph A. 2005. Qualitative Research Design, An Interactive Approach. 2nd ed. CA: Sage.
   Google Scholar
• Mccoy, Selina, Emer Smyth, and Joanne Banks. 2012. The Primary Classroom: Insights from the Growing Up in Ireland Study'. Dublin: The Economic and Social Research Institute.
   Google Scholar
• McMillan, Dorothy, Barbara McConnell, and Helen O’Sullivan. 2014. “Continuing Professional Development Why Bother? Perceptions and Motivations of Teachers in Ireland.” Professional Development in Education 42 (May): 1–18. https://doi.org/10.1080/19415257.2014.952044.
   Google Scholar
• McNally, J. 2012. “Going Places: The Successful Implementation of the 1999 Primary Geography Curriculum.” Master’s thesis. Dublin City University.
   Google Scholar
• Merriam, S. B., and E. J. Tisdell. 2016. Qualitative Research: A Guide to Design and Implementation. 4th ed. NJ: Jossey-Bass.
   Google Scholar
• Morley, Emma. 2012. “English Primary Trainee Teachers’ Perceptions of Geography.” International Research in Geographical and Environmental Education 21 (2): 123–137. https://doi.org/10.1080/10382046.2012.672678.
   Google Scholar
• Murphy, Clíona, Greg Smith, and Nicola Broderick. 2019. “A Starting Point: Provide Children Opportunities to Engage with Scientific Inquiry and Nature of Science.” Research in Science Education (February), https://doi.org/10.1007/s11165-019-9825-0.
   Google Scholar
• Murphy, Cliona, Greg Smith, Benjamin Mallon, and Erin Redman. 2020. “Teaching About Sustainability Through Inquiry-based Science in Irish Primary Classrooms: The Impact of a Professional Development Programme on Teacher Self-Efficacy, Competence and Pedagogy.” Environmental Education Research 26 (8): 1112–1136. https://doi.org/10.1080/13504622.2020.1776843.
   Web of Science ®Google Scholar
• National Council for Curriculum and Assessment. 1999. Primary School Curriculum: Geography. Dublin: Stationary Office.
   Google Scholar
• National Council for Curriculum and Assessment. 2023. Primary School Curriculum Framework. Dublin: Stationary Office.
   Google Scholar
• O’Donoghue, Tom. 2006. Planning Your Qualitative Research Project: An Introduction to Interpretivist Research in Education. London: Routledge.
   Google Scholar
• Opfer, V. Darleen, and David Pedder. 2011. “Conceptualizing Teacher Professional Learning.” Review of Educational Research 81 (3): 376–407. https://doi.org/10.3102/0034654311413609.
   Web of Science ®Google Scholar
• Owens, Paula. 2013. “More Than Just Core Knowledge? A Framework for Effective and High-Quality Primary Geography.” Education 3-13 41 (4): 382–397. https://doi.org/10.1080/03004279.2013.819620.
   Google Scholar
• Piaget, Jean. 1932. The Moral Judgement of the Child. London: Kegan Paul.
   Google Scholar
• Pike, Susan. 2006. “Irish primary school children's definitions of ‘geography’.” Irish Educational Studies 25 (1): 75–91. https://doi.org/10.1080/03323310600597618.
   Google Scholar
• Pike, Susan. 2011. ““If You Went out It Would Stick”: Irish Children’s Learning in Their Local Environments.” International Research in Geographical and Environmental Education 20 (2): 139–159. https://doi.org/10.1080/10382046.2011.564787.
   Google Scholar
• Pike, Susan. 2016. Learning Primary Geography: Ideas and Inspirations from Classrooms. London: Routledge.
   Google Scholar
• Pike, Susan, Sandra Austin, Richard Greenwood, and Karin Bacon. 2023. “Inquiry in Teacher Education: Experiences of Lecturers and Student Teachers.” Irish Educational Studies, 1–18. https://doi.org/10.1080/03323315.2023.2189139.
   Web of Science ®Google Scholar
• Roberts, Margaret. 2013. “The Challenge of Enquiry-based Learning.” Teaching Geography 38 (2): 50–52.
   Google Scholar
• Rossman, G. B., and S. F. Rallis. 2017. An Introduction to Qualitative Research: Learning in the Field. 4th ed. CA: Sage.
   Google Scholar
• Seow, Tricia. 2016. “Reconciling Discourse About Geography and Teaching Geography: The Case of Singapore Pre-Service Teachers.” International Research in Geographical and Environmental Education 25 (2): 151–165. https://doi.org/10.1080/10382046.2016.1149342.
   Web of Science ®Google Scholar
• Seow, Tricia, Kim N. Irvine, Ismath Beevi, and Tharuka Premathillake. 2020. “Field-Based Enquiry in Geography: The Influence of Singapore Teachers’ Subject Identities on Their Practice.” International Research in Geographical and Environmental Education 29 (4): 347–361. https://doi.org/10.1080/10382046.2019.1680001.
   Web of Science ®Google Scholar
• Shulman, Lee S. 1986. “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher 15 (2): 4–14. https://doi.org/10.3102/0013189X015002004.
   Google Scholar
• Smith, Greg. 2015. “The Impact of a Professional Development Programme on Primary Teachers’ Classroom Practice and Pupils’ Attitudes to Science.” Research in Science Education 45 (2): 215–239. https://doi.org/10.1007/s11165-014-9420-3.
   Web of Science ®Google Scholar
• Sugrue, Ciaran. 2002. “Irish Teachers’ Experiences of Professional Learning: Implications for Policy and Practice.” Journal of In-Service Education 28 (2): 311–338. https://doi.org/10.1080/13674580200200185.
   Google Scholar
• Sugrue, Ciaran. 2011. “Irish Teachers’ Experience of Professional Development: Performative or Transformative Learning?” Professional Development in Education 37 (5): 793–815. https://doi.org/10.1080/19415257.2011.614821.
   Google Scholar
• Teaching Council. 2016. Cosán: Framework for Teachers Learning. Maynooth: Teaching Council. Accessed August, 25 2023.
   Google Scholar
• 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.
   Google Scholar
• Usher, Joe. 2020. “Is Geography Lost? Curriculum Policy Analysis: Finding a Place for Geography Within a Changing Primary School Curriculum in the Republic of Ireland.” Irish Educational Studies 39 (4): 411–437. https://doi.org/10.1080/03323315.2019.1697945.
   Web of Science ®Google Scholar
• Usher, Joe. 2021. “How Is Geography Taught in Irish Primary Schools? A Large Scale Nationwide Study.” International Research in Geographical and Environmental Education (September): 1–18. https://doi.org/10.1080/10382046.2021.1978210.
   Google Scholar
• Usher, Joe. 2023. “‘I Hate When We Learn off the Mountains and Rivers Because I Don’t Need to Know Where They All Are on a Blank Map?!’ Irish Pupils’ Attitudes Towards, and Preferred Methods of Learning, Primary Geography Education.” Irish Educational Studies (April): 1–15. https://doi.org/10.1080/03323315.2023.2196257.
   Google Scholar
• Waldron, Fionnuala, Susan Pike, Richard Greenwood, Cliona M. Murphy, Geraldine O’Connor, Anne Dolan, and Karen Kerr. 2009. Becoming a Teacher, Primary Student Teachers as Learners and Teachers of History, Geography and Science: An All-Ireland Study. Armagh: The Centre for Cross Border Studies.
   Google Scholar
• Waldron, Fionnuala, Susan Pike, Janet Varley, Colette Murphy, and Richard Greenwood. 2007. “Student Teachers’ Prior Experiences of History, Geography and Science: Initial Findings of an All-Ireland Survey.” Irish Educational Studies 26 (2): 177–194. https://doi.org/10.1080/03323310701296086.
   Web of Science ®Google Scholar