Abstract
Teachers working with younger pupils in schools often teach their pupils multiple subjects; therefore, the relationship that the individual teacher has with each subject area is likely to be significant. This paper reports on research which focused on the relationship that a sample of primary teachers working in England, has with geography. The research explored the individuals’ unique geographical stories using a phenomenological methodology in order to gain insight into the relationship between the teachers’ subject-specific identity and their overall identity as teachers. This paper outlines the research findings which indicate that the teachers surveyed have a fused identity, whereby they consider their subject-specific and generic pedagogy to be complimentary facets and not mutually exclusive.
Original language | English |
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Pages (from-to) | 74-88 |
Number of pages | 15 |
Journal | International Research in Geographical and Environmental Education |
Volume | 29 |
Issue number | 1 |
DOIs | |
Publication status | Published - 20 Jan 2020 |
Keywords
- Primary geography
- experience
- phenomenology
- teacher identity