What enables student geography teachers to thrive during their PGCE year and beyond?
What enables student geography teachers to thrive during their PGCE year and beyond?
Drawing on the perspectives of six student teachers (including five geography specialists) and two teacher educators, four key components are identified as being crucial to enable those undertaking a geography-focused programme of Initial Teacher Education to thrive rather than simply survive. These include, (1) nurturing an enjoyment of geography, (2) engaging with education research to underpin classroom practice, (3) developing communities of practice within and beyond school and university settings and, (4) building teacher identity through regular reflection that considers an individual’s values. These insights will have relevance for those considering or undertaking a career as a geography teacher and for school and university partnerships that provide Initial Teacher Education programmes.
628-637
Rushton, Elizabeth A. C.
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Nayeri, Cyrus
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Crowther, Darcy Beardmore
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Griffiths, Lydia
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Newell, Pierce
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Sayliss, Zoë
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Wise, Juliette
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Zeina, Aisha
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2 October 2022
Rushton, Elizabeth A. C.
825729f4-3f29-4dd6-97ea-d30ecf8a3a41
Nayeri, Cyrus
b2f9bd8b-5cc9-4a6c-9046-11ed09f012ff
Crowther, Darcy Beardmore
b454cf2c-459d-4fad-a0cc-d65536a2461e
Griffiths, Lydia
67120324-6a5d-4003-a9a5-dd0ffe0757cf
Newell, Pierce
e22ab052-30e4-4308-b73d-976f2c1af09c
Sayliss, Zoë
3e89f634-3bd2-42ab-9b15-a86e0c96106c
Wise, Juliette
b1e82e79-f484-4150-8e86-4da205ca6648
Zeina, Aisha
75acca11-50e6-40bc-a6ba-290f81a99cb3
Rushton, Elizabeth A. C., Nayeri, Cyrus, Crowther, Darcy Beardmore, Griffiths, Lydia, Newell, Pierce, Sayliss, Zoë, Wise, Juliette and Zeina, Aisha
(2022)
What enables student geography teachers to thrive during their PGCE year and beyond?
Journal of Geography in Higher Education, 46 (4), .
(doi:10.1080/03098265.2021.1978064).
Abstract
Drawing on the perspectives of six student teachers (including five geography specialists) and two teacher educators, four key components are identified as being crucial to enable those undertaking a geography-focused programme of Initial Teacher Education to thrive rather than simply survive. These include, (1) nurturing an enjoyment of geography, (2) engaging with education research to underpin classroom practice, (3) developing communities of practice within and beyond school and university settings and, (4) building teacher identity through regular reflection that considers an individual’s values. These insights will have relevance for those considering or undertaking a career as a geography teacher and for school and university partnerships that provide Initial Teacher Education programmes.
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Published date: 2 October 2022
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Local EPrints ID: 508470
URI: http://eprints.soton.ac.uk/id/eprint/508470
ISSN: 1466-1845
PURE UUID: d9a2ed34-11d2-481d-bd41-34fc94825f56
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Date deposited: 22 Jan 2026 17:45
Last modified: 23 Jan 2026 03:12
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Author:
Elizabeth A. C. Rushton
Author:
Cyrus Nayeri
Author:
Darcy Beardmore Crowther
Author:
Lydia Griffiths
Author:
Pierce Newell
Author:
Zoë Sayliss
Author:
Juliette Wise
Author:
Aisha Zeina
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