Handbook for Teaching and Learning in Geography

Walkington, Helen, Hill, Jennifer ORCID: 0000-0002-0682-783X and Dyer, Sarah (2019) Handbook for Teaching and Learning in Geography. Edward Elgar Publishing, Cheltenham. ISBN 9781788116480

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Abstract

This edited collection is a novel synthesis of international research, evidence-based practice and personal reflections, providing an overview of the current state of knowledge in the field of teaching geography in contemporary higher education. Student transitions are the organising framework for the handbook, acknowledging that students require different pedagogic approaches as they progress through university / college. Student identities, learning approaches, capabilities, competencies and preoccupations vary significantly throughout the student journey within higher education, and our pedagogic approaches can help to support the transitions that students go through. Student engagement is central to the handbook and a wide range of learning contexts relevant to the breadth of spaces and places in which geography teaching takes place are used to provide examples of how this can be enhanced. The handbook identifies key principles including working in partnership and acknowledging the whole student, calling for the adoption of courageous pedagogy.

Item Type: Book
Uncontrolled Keywords: Geography; Teaching and learning; Higher education; Transitions; Pedagogy; Inclusivity; Student experience
Subjects: G Geography. Anthropology. Recreation > G Geography (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Professional Services > Academic Development Unit
Research Priority Areas: Environmental Dynamics & Governance
Depositing User: Marta Kemp
Date Deposited: 09 Jan 2020 16:42
Last Modified: 09 Jan 2020 16:42
URI: http://eprints.glos.ac.uk/id/eprint/7835

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