Research on trainee teachers' conceptions of geography has criticised their views for being limited, and failing to appreciate the breadth or depth of geography. A body of research in this area has developed over the past two decades, producing well-established classifications through which to analyse conceptions of geography. This contribution breaks from these classifications by offering a critical review of the existing literature and then, drawing on critical theory, distinguishing between geography as knowing, understanding, and acting. Findings from a survey of first year undergraduate primary trainee teachers (n=42) are analysed through this critical framework, and it is argued that there is a distinct Cartesian duality in the way that respondents see the world as an object of study for learners as cognizing subjects. This is argued to be problematic and, in response, a moral vision for school geography is outlined that represents geography in terms of a critical praxis.
SummaryMany primary school teachers will have not heard of the data‐handling cycle as set out in the English Key Stage 3 (UK ages 11–14) curriculum. This article argues that with a little adjustment, it could become the defining model for a holistic and dialogical approach to data handling at Key Stage 2 (UK ages 7–11).
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