Mapping the place knowledge of teachers in training

Abstract

The professional knowledge base of student teachers is currently the subject of much debate. Map recall is used in this study as an exemplar of what is at issue in characterising students’ professional knowledge in geography. A sample of 363 postgraduate student teachers were asked to draw a freehand sketch map of the British Isles. The maps were scored in terms of the number and definition of coastal features drawn and the relative area of each of the constituent political units. Significant differences in the map scores were found for gender, undergraduate degree subject and students’ home region. Some of the implications for geography in higher education and teacher training are discussed.

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