Professional development of geography teachers: a review
| Authors | |
|---|---|
| Year of publication | 2025 |
| Type | Article in Periodical |
| Magazine / Source | International Research in Geographical and Environmental Education |
| Citation | |
| web | https://doi.org/10.1080/10382046.2025.2538844 |
| Doi | https://doi.org/10.1080/10382046.2025.2538844 |
| Keywords | Effective teacher training activities; geography education; in-service teacher training; quality criteria; teacher professional development; TPD |
| Description | Numerous reviews have synthesized empirical research on teacher professional development (TPD). Unlike initial teacher education (ITE), whose effects are debated, TPD programs serve as a key mechanism for enhancing teacher competence and instructional effectiveness. Although many studies have examined TPD in geography education, limited knowledge exists about TPD programs and the extent to which they meet established quality criteria. This systematic review analyzes 26 studies on TPD in geography education, addressing four research questions: (1) the topics covered in geography TPD courses and their design in terms of participant numbers and duration, (2) the evaluation methods used, (3) the challenges and best practices, and (4) the extent to which geography TPD courses meet established quality criteria. The review identified thematic imbalance in geography TPD, with an emphasis on GIS and environmental education. Findings reveal significant variation in course duration, participant numbers, and evaluation methods. Although most courses demonstrated positive outcomes, only two met all quality criteria such as sufficient duration, capacity for self-evaluation, iterative learning cycles, coaching and reflection. Based on these findings, we recommend that future TPD programs in geography incorporate greater alignment with research-based quality and effectiveness criteria to maximize their impact on teacher education and classroom practice. |
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