Handboook for Teaching and Learning in Geography

Walkington, Helen; Hill, Jennifer; Dyer, Sarah

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.

Citation

Walkington, H., Hill, J., & Dyer, S. (in press). Handboook for Teaching and Learning in Geography. Cheltenham: Edward Elgar Publishing

• Book Type: Authored Book
• Acceptance Date: Apr 30, 2019
• Deposit Date: May 1, 2019
• Publicly Available Date: May 1, 2019
• Peer Reviewed: Peer Reviewed
• ISBN: 9781788116480
• Keywords: geography, teaching and learning, higher education, transitions, pedagogy, inclusivity, student experience
• Public URL: https://uwe-repository.worktribe.com/output/847903