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Re-contextualising development in teaching school geography: Teachers' story in Sweden and China
Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
East China Normal University, China.
2016 (English)In: Eurogeo conference 2016, Malaga, 2016Conference paper, Abstract (Other academic)
Abstract [en]

Geography as a school subject varies in different nations. This comparative study is based on legitimation code analysis of the two countries’ Geography National Curriculum in compulsory secondary education (Year7-9) respectively. It follows with a school case study on Chinese and Swedish teachers' interpretation about development topic in their teaching, which is the process of re-contextualisation in practical classroom when transforming the idea on the paper to action in teaching. The main outcomes show how knowledge is described in the curriculum standards, and the teachers' case study gives insight in how and in what ways we could transform the hypothesis to practice, thus enhance the view of knowledge in the curriculum.

Place, publisher, year, edition, pages
2016.
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-57006OAI: oai:DiVA.org:lnu-57006DiVA: diva2:1011407
Conference
Eurogeo conference 2016, Malaga
Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2017-03-02Bibliographically approved

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Örbring, David
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf