1. The implications of a “professional compass” for geography initial teacher education GTE Oxford 2015 Dr Clare Brooks GTE Oxford 2015 Dr Clare Brooks

2. A Professional Compass Subject story Helps them make sense Informs decision making Resistance and compliance

3. “North” Understand the world Place Social Justice Seeing world differently May not seem geographical at first BUT full of meaning Articulates purpose Developed early in their geographical career (when it became meaningful to them) Continues to sustain them

4. Professional Compass A specialist body of knowledge is a key element of being recognised as a profession – Divorcing QTS from PGCE Adhering to an ethical code Geographical knowledge is “shot through” with values (Slater): geo-ethics (Morgan, A.) But how do you get one?

5. Why now? Emphasis on a knowledge-led curriculum: – to what extent is knowledge seen as problematic or morally ambiguous? Change in routes into teaching: – where is the space for interrogation of the moral? Accountability emphasis in schools: – narrow interpretation of the moral? Degree and rate of change in schools: – Questions and issues keep changing Explicit public criticism of Blob

6. Perception of Blob Dogmatic adherence to progressive notions of education Un-substantiated theories of teaching Poor quality research Direct instruction Focus on knowledge Robust scientific research into what works

7. So … What theories underpin our pedagogy in ITE? Where do those theories come from? What specialist knowledge should new teachers have and develop? – Curriculum? – Pedagogy? – Geography? – SKBC What is a geography specific pedagogy? Interrogation of geo-ethics?

8. Knowledge within ITE Furlong (Education: An anatomy of a discipline) Key influence of Robbins Report 1963 “The good society desires equality of opportunity for its citizens to become not merely good producers but also good men and women.” Personal education: “liberal in content and approach” Focus on the foundational disciplines View of teachers: “Rationally autonomous” “Well-rounded scholar who happened to want to be a teacher” Origins of the theory-practice divide

9. Then v now Personal education – knowledge from foundational disciplines, no explicit focus on practice – Teacher as a scholar, a moral person Professional education – skills and understanding related to practice – Teacher as competent practitioner who adhers to ethical code ITE is really ITT

10. Lessons from Professional Compass Engagement with their “subject story” was key – personal geography (education) Variety of values evident in different contexts – adaptability and flexibility (professional training) Handling these complex situations required both personal education and professional education

11. What sort of approach for ITE/ITT? (after Alex Moore) ‘Made in heaven’ - Charismatic subjects – Often seen as morally ambiguous – C&P – idiosyncratic, maverick – Personal rather than professional The training discourse – Apprenticeship model – Seen as ethically neutral – C&P – technical, conformity – Professional over the personal Reflective Practice – Was seen as liberating, transformative and progressive – Now part of the neo-liberal toolkit, of “project of the self”: subject that needs to be seen. – Professional and personal made visible

12. Is it time for a new approach? Furlong’s questions: How should the professional dimension be addressed? How much time on theory and how much on practice? How should the different elements be integrated? Plus mine: How to encourage geographical interrogation of both?

14. Things to consider? Society – What role does education play in our society? Culture of Education – What are the priorities set for schools? School culture – How do schools respond to these priorities? Geography (discipline) – What problems does the discipline concern itself with? School geography (subject) – How are these insights reflected in the curriculum? Individual – What are my motivations, inspirations and concerns?