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A study of the effects of participation in a course to support the teaching of Geography in the primary school

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This article is based upon an investigation into a course which aimed to improve primary teachers' knowledge and understanding of geography. The course has been in action for four years, initially as a 20-day course, but more recently as a 10-day course. Rather than focus on one cohort of course members, all the participants were contacted either through a questionnaire or an interview and school visit. The evidence suggests that the course contributed to the improvement of geography in course members' schools and the effects were sustained over time. There was also evidence of the effects in other areas of the curriculum and for whole school planning. This is significant as it appears the primary curriculum is being progressively narrowed to focus on Literacy and Numeracy. The evidence presented here suggests that a broad balanced curriculum, which includes geography, is fundamentally important for the citizens of the future. There is also evidence of the most effective way of organizing teachers' in-service experiences as we move towards the increasing centralisation of continuing professional development.

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Document Type: Research Article

Affiliations: University of Cambridge, United Kingdom

Publication date: March 1, 1998

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