New strategies for learning geography: a tool for teachers' professional development in England and the Netherlands
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SourceEuropean Journal of Teacher Education, 28, 3, (2005), pp. 327-342
Article / Letter to editor
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Radboud Docenten Academie (RDA)
Instituut voor Leraar en School (ILS)
European Journal of Teacher Education
SubjectThe professional development of teachers; De professionele ontwikkeling van leraren
Following a constructivist view on learning and based on the work of Adey and Shayer a group of teachers and lecturers in geographical education from north-east England developed some successful strategies to stimulate pupils' thinking skills. At the start of this century the ideas reached The Netherlands. This article presents the results of a survey among Dutch geography teachers who participated in an in-service training about thinking skills strategies for geography. Did these teachers really use the strategies in their classrooms after the in-service training? What kind of impact had it on their opinions about the usability of the strategies, their beliefs about students' learning and about their own teaching? This study shows that, in line with experiences in England, most Dutch geography teachers appreciate the thinking skills strategies as a good way to stimulate students' and their own learning.
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