Geographical concepts chessboard: a framework for developing geographical thinking in teacher education

Abstract

The development of geographical thinking is complicated by the fragmentation of its definitions and the absence of a clear, guiding framework that enables its wider implementation in classroom practice. This study examines the implementation of geographical thinking in initial teacher education (ITE). Geographical thinking promotes a deeper understanding of complex issues in the contemporary world and the development of higher intellectual abilities by linking the content and procedural levels of geography education. This study was inspired by the Geographical Association’s A Framework for the School Geography Curriculum (2022), which structures geographical thinking using key and organisational concepts such as place, space, environment and Earth systems. We describe how we develop geographical thinking in geography trainee teachers through questions that link different geographical concepts. We conclude by presenting a ‘chessboard of concepts’ as a practical example of shaping geographical thinking in ITE and school practice.

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