Expandiendo la noción de profesionalidad docente desde la educación geográfica.

Authors

  • Victor Salinas Silva Pontificia Universidad Católica de Valparaíso (Chile)
  • Clare Brooks University College London (Inglaterra)

DOI:

https://doi.org/10.4067/S0718-34022018000200085

Keywords:

Expertise, teacher practice, didactics, curriculum making, geography education

Abstract

The objective of this conceptual paper was to explore how teachers’ practice was problematised in the field of geography education. Research in geography didactics and curriculum making are two fields that have been relevant to build the understanding on teachers practice in geography. The challenge for geography education therefore appears to be how to understand the relationships between the two in coherent and systematic ways. This paper engages with the specific meaning of being a subject specialist and the gap in the literature between curriculum making and didactics to understand that specialisation. A second gap is identified regarding the relationship between teacher practice and the professional practices encircling in-classroom activities. The paper finalises suggesting the use of the term expertise to address the dynamics of specialisation in a subject but also with its implication to teachers’ professional practice.

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Author Biographies

Victor Salinas Silva , Pontificia Universidad Católica de Valparaíso (Chile)

Instituto de Geografía, Pontificia Universidad Católica de Valparaíso (Chile).  

 

Clare Brooks , University College London (Inglaterra)

Institute of Education, University College London (Inglaterra).

Published

2018-09-22

How to Cite

Salinas Silva , V. ., & Brooks , C. . (2018). Expandiendo la noción de profesionalidad docente desde la educación geográfica. Revista De Geografía Norte Grande, (70), 85–108. https://doi.org/10.4067/S0718-34022018000200085

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Section

Artículos