Experiences of Geography In Higher Education: The Case of Geography Teachers in England

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dc.contributor.authorKent, Ashley
dc.date.accessioned2023-04-10T16:01:37Z
dc.date.available2023-04-10T16:01:37Z
dc.date.issued2000
dc.description.abstractThis article starts by exploring the history of the ‘gap ’between school and university geography. Then, through a survey of twenty geography teachers on a master’s course at the Institute of Education, University of London, the nature of the divide is explored. Teachers were asked about the nature of their undergraduate geography courses, its relevance to their teaching in school, and which books had the greatest impact on them. The implications of the survey results are then considered.
dc.formatText
dc.format.extent8 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationKent, A. (2000). Experiences of geography in higher education: The case of geography teachers in England. Research in Geographic Education, 2(1), pp. 62-69.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/16542
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2000, Vol. 2, No. 1, pp. 62-69.
dc.subjectuniversity geography
dc.subjectschool geography
dc.subjectlinkages
dc.titleExperiences of Geography In Higher Education: The Case of Geography Teachers in England
dc.typeArticle

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