Preservice Geography Education

Abstract

Improving preservice education, especially geography preservice education, is difficult because few geography faculty understand the teacher education process, many education professors who prepare geography teachers are not geographically well-educated, education and geography faculties do not communicate effectively, and efforts by alliances and other organizations have focused on inservice teachers, for the most part. Recommendations to improve preservice education in geography are offered. The authors argue that none of these recommendations should be implemented without considering its relationship with all of the components of the geography education system.     

在时空框架中理解中国大学人文地理教学特色及其成因——以1912—1949年中国主要大学地理系为例

采用历史唯物主义史观,建立一个时空框架,分析民国时期中国大学人文地理教学特色及其成因。本文主要关注1912—1949年间,国立北平（北京）师范大学、国立中央大学、国立清华大学、国立中山大学的地理系的人文地理学教学特色。研究史料来自大学的教学档案、人物回忆文章、政府文件、中国学者编撰和翻译的教材和教参,同时参考了相关研究文献。借助时空框架,基于史料对比,得出结论：(1)只有在历史的时间脉络下,才能理解民国时期军事地理、国防地理和政治地理课程设置的必然性;(2)只有在世界格局的空间框架下,才能理解民国时期的“国耻地理”教育内容,以及“中体西用”主张的失败;(3)只有将时空框架进一步细化,才能深入理解民国时期大学人文地理教学中不同教师的能动性,如学术思想、教学风格、政治主张、教材编写和选用等。综上所述,只有站在开放的时空框架中,才能更为清醒地定位当前中国大学人文地理学教学。     

体制与认同：高校地理院系调整的启示

地理院系调整研究旨在通过对地理学认同产生不利影响的高校地理院系调整的解析,揭示地理学发展存在的学科与体制认同问题。基于对高校地理院系调整的回顾,分析地理院系调整的原因及影响,并结合当前地理院系发展态势阐明其启示。结果显示：学科认同与院系调整互为关联,尽管地理院系调整导致的解体并不表明地理学的终结,一般意义的调整也存在积极影响,但不同类型地理院系调整对地理学（特别是人文地理学）学科认同的不利影响仍然明显,并影响着体制层面的学科再生产。地理院系调整的发生是多因素共同影响的结果,复杂多样的因素及其影响表明地理院系面临竞争,需要地理学者既“正名”（塑造科学性、统一性的学科形象）又“指实”（完整的院系体制建设）;既“向内”（地理院系及地理学家的努力）又“向外”（维护地理学及地理院系的完整性认同）的集体努力,在强化地理学综合性基础上形成“多轨发展”机制,强化地理学学科与体制认同。“跨学科典范”的塑造或许是当前地理院系应努力的现实目标。     

Knowing our own history? Geography department archives in the UK

The paper presents an analysis of the returns to a questionnaire survey on the state of department archives within UK departments of geography. The results of the survey are discussed in relation to recent work in geography which has examined the archive as a site for knowledge's making but seldom in its own terms as a resource for the history of geography, and studies within the archival sciences which have considered the archive as something more than a 'storehouse' for collective memory. The paper reveals that the archival record for the history of British geography is at best uneven, and in many departments non-existent, although information on departmental history is held, often as memory, by individual geographers. The paper considers the survey's implications for the future histories of British geography and addresses the nature of the UK geography department archive as resource and responsibility.     

Trends in Publication Outlets of Geographer‐Climatologists

A proportional shift in where geographer‐climatologists publish has occurred in recent decades. More than 1,500 journal articles published by members of the Association of American Geographers' Climate Specialty Group (CSG) in the period 1989–2005 were examined to determine where geographer‐climatologists are publishing. The analysis showed that members of the CSG cumulatively published at least ten articles in thirty‐seven different journals. No single journal accounted for more than 7 percent of the articles published. Although the absolute number of articles has remained relatively static, geographer‐climatologists published 21 percent of their articles in geography journals in 1989–1997, but only 11 percent in 1998–2005. These publication trends are likely to continue and may influence the status and prestige of geography journals and the discipline of geography.     

THE URGENCY OF TEACHING HISTORY AND PHILOSOPHY OF GEOGRAPHY

The majority of American and Canadian geography faculty members and departments do not view a course on the history and philosophy of geography as necessary for undergraduate majors. This attitude poses serious risks. A course of this type should be required in order to confront students with intellectual challenges, to develop within them a sense of professional self-awareness and self-identity, and to reduce any confusion they may experience as a result of paradigmatic change.     

论风水的地理学价值及其在中国古代地理学中的地位

本文从地理学的角度,研究了风水中所蕴含的丰富的地理学思想,分析了其地理学价值,论述了其与中国古代地理学的关系,并明确了它在其中的地位。     

Computer Science and Programming Courses in Geography Departments in the United States

Geographic information systems (GIS) are fundamental information technologies. The capabilities and applications of GIS continue to rapidly expand, requiring practitioners to have new skills and competencies, especially in computer science. There is little research, however, about how best to prepare the next generation of GIScientists with adequate computer science skills. This article explores how U.S. geography departments are introducing and developing computer science and programming skills in their geography and GIS degree programs. We review the degree requirements in fifty-five geography departments and discover that forty-four of them offer some kind of GIS programming course. Of the 210 separate degree options identified, however, only 22 require one of these courses for a degree. There is little consistency or emphasis on computer science and programming skills in geography or GIS degrees, despite the immense importance of these components in geography and GIS careers. We propose future research along distinct investigative tracks to build a research-based understanding of the educational interactions among GIS, computer science, programming, and geography.     

ARTIFICIAL INTELLIGENCE IN GEOGRAPHY: CONJECTURES ON THE SHAPE OF THINGS TO COME

Artificial intelligence (Al) and geography are brought together within a broad context involving fundamental issues of theory, epistemology and scientific method. The little known logico-mathematical background of Al is explored and shown to have substantial implications for modeling in general, prediction, the interpretation of theoretical structures, and our understanding of science itself. These more abstract aspects of the “computational revolution,”of which Al is one product, could have far-reaching consequences for geographic research.     

Overcoming Geographic Innocence in Geography Education

Abstract

This article deals with the issue of providing geographic training to prospective teachers from the perspective of a secondary school teacher who also teaches a social studies methods course. Research in educational journals provided a background for describing the lack of geographic training among social studies teachers. While the National Geographic Society's alliance network is addressing this issue among practicing teachers, there is still a need to include some geography training for preservice teachers. Suggestions are offered for including geography within the context of the social studies methods course. A plea is also made for geography professors to include the new National Geography Standards in their courses, especially in introductory courses.     

综合自然地理研究有关问题的探讨

该文从进一步完善综合自然地理研究的角度出发,就与综合自然地理研究有关的几个问题如综合自然地理学的研究对象,综合研究的内涵,区域综合研究以及综合自然地理研究成果的应用作了剖析.     

1980年以来中国高等地理教育机构的发展：类型、增长与分布演变

为了厘清中国高等地理教育机构发展脉络,论文基于多种类型资料,梳理了1980—2021年中国高等地理教育机构的专业、沿革、停办数据,从类型、增长、分布3个层面讨论其发展过程,并探讨其当前主要问题。研究发现,近40余年中国高等地理教育机构发展有如下特征：① 主要分布在科研机构和高校中,且高校涉及综合、师范、工程与矿业等11类高校;② 地理学专业数量及其在机构中地位的差异使之有必要区分学科机构与专业机构;③ 数量增长包括1980—1998年稳定增长、1999—2009年快速增长、2010—2021年波动增长3个阶段,并主要受高校地理院系增长的影响,不同阶段不同类型高校地理院系增长又有差异;④ 分布演变可分为与数量增长时段相一致的省级稳定扩展、省级与地市级双轨快速扩展、省级与地市级双轨缓慢扩展3个阶段,不同类型机构空间分布及扩展态势也存在差异。当前中国高等地理教育机构已形成学科机构为主体、专业机构为扩展翼的发展态势,但有必要加强学科认同和学科共同体建设,以避免多样化发展可能引起的误解,改变仍然存在的高校学科院系“名实不符”现象,降低高校专业院系停办风险。     

COLONIAL EXPERIENCE AND THE DEVELOPMENT OF TROPICAL GEOGRAPHY IN FRANCE

This article broadly positions the successful establishment of the field of French tropical geography in the immediate postwar period against developments stemming from a longer history of French colonial engagement in Africa, Asia and South America, and clarifies the seemingly late timing of, and paradoxes involved in, the creation of a body of French scientific knowledge about the tropics. Colonial scientific research did not develop in France until the end of the nineteenth century. However, the colonial geography appearing at this time did not rely on fieldwork but, rather, catered to the demands of the business class for overseas expansion and to public curiosity. Even while the medical geography of tropical areas and knowledge of tropical soils and ecology progressed greatly between 1900 and 1940, there were still only a few French geographers working in the tropics. With the advent of the Second World War, when “big science” appeared in France and its colonial empire, the number of French geographers involved in tropical research grew rapidly. The field of tropical geography built up by Pierre Gourou was a synthesis of approaches developed in South America, Africa and Indochina. Although it soon came under strong criticism for its pessimistic view of prospects for industrialisation and urbanisation in the tropics, it seduced French geographers because it matched the contemporary interest in zonality and relied on a genre de vie analysis of, typically, rural areas. Thus, the postwar blossoming of tropical geography shaped by Gourou was more a response to various internal dynamics within French geography than an exercise in imperialism. Its demise was not due to the eclipse of French colonialism but, rather, its inability to deal with the modernisation of tropical societies.     

“双一流”建设背景下北京师范大学地理学本科专业人才培养模式探索与实践

在“百年未有之大变局”的时代背景下,地理学科建设需要做好“四个面向”,其中本科人才培养是重中之重。1902年京师大学堂师范馆成立至今,北京师范大学地理学已有120年的发展历程。回顾历史,在时代的驱动下,北师大地理学本科专业人才培养不断适应国家社会需求、主动求变,经历了史地一体、独立设系、强调师范性、多元化人才培养、创新型人才培养,以及拔尖人才与“四有”好老师并重的发展阶段。北京师范大学地理学作为“双一流”建设学科,以全面提升育人水平和推动学科进入世界一流行列为首要任务,通过一系列改革措施,积极探索差异化的本科专业人才培养体系和特色化的培养模式,争取适应新时代国家和社会对地理学本科人才的新需求。     

Promoting Lifelong Professional Development in Geography Education: International Perspectives on Developing the Scholarship of Teaching in Higher Education in the Twenty‐First Century*

Whereas the global march towards the professional development of geography teachers in schools was, perhaps, the major achievement in geography education of the twentieth century, promoting the professional development of faculty teaching geography in higher education is one of the major challenges that faces us in geography education for the twenty‐first century. What little educational development is currently provided for faculty teaching in universities is largely generic. There is a need for a disciplinary specific component in educational development, both for the initial training of faculty and for their continuing professional development. This article explores how the professional development of faculty is related to the international debate about developing the scholarship of teaching and learning in higher education. It reviews some recent initiatives, particularly from the United States and the United Kingdom, and examines the role of national associations and international networks in supporting faculty teaching geography in higher education. Some of the challenges involved in professionalizing teaching geography in higher education are discussed. The article ends with some suggestions for promoting lifelong professional development in geography in higher education nationally and internationally.     

The Operational Geography of Great Britain*

This article examines the operational geography of Great Britain in terms of six components: domestic context; student quality, preparation, and training; professional work environment; publications and productivity; conveniences and facilities; and employment. The goal of operational geography is to provide the basis for blending the strengths of different systems of geography which have much to offer one another. This article uses personal experiences and survey data to examine the strengths and weaknesses in Britain as compared to the United States. It finds that Britain has strong national support, a greater emphasis on geographic education, high-quality but narrowly trained undergraduates, and a productive academic faculty. The United States enjoys a more effective graduate curriculum, better funding, and more opportunity for personal advancement.     

中国佛教地理研究史藉述评

本文回顾佛教地理的研究历史，评析佛教地理的研究成果，认为宗都是一个多层面的结构，至少可以划分为宗教理论，宗教实体，宗教信仰三个层面，包括佛教在内的宗教地理研究应该分别进行探讨，然后才能得出全面的结论。     

Choosing the Network Less Traveled: Perceptions of Internet‐Based Teaching in College Geography

This study examines factors affecting the acceptance and utilization of the Internet as a teaching tool in college geography. Geography faculty members were surveyed with a questionnaire that measured their perceptions of Internet‐based teaching. An analysis of the survey data identified factors that influenced perceptions and adoption decisions among various groups of geographers. Overall, the results support hypothesized relationships between perceptions of innovations and rates of adoption and reveal intradisciplinary patterns of using the Internet for college geography instruction.     

Incorporating Geography,Contingently: Geographic Pedagogies in a University Without a Geography Department

This article investigates efforts by a small regional university without a geography department to incorporate geography into its general education curriculum as part of a “quality enhancement” process mandated by its accreditor. Drawing on interviews and surveys of students and faculty, we highlight lessons learned that may be useful for institutions considering similar changes—including the importance of valuing disciplinary expertise, addressing faculty contingency, and engaging with existing research on geographic education and pedagogy. The initiative, while limited in significant ways, also suggests opportunities for advocates of geography to engage with agendas around general education reform and accreditation.     

Whither Parity? The Need for a Comprehensive Curriculum in Human‐Environment Geography

If human‐environment geography is central to the discipline, then human‐environment courses should be a sizable segment of the undergraduate curriculum. Undergraduate educational offerings are inadequate, however, meaning that geography departments are shortchanging their majors, missing opportunities to attract and inform the general student body, and failing to meet the needs of future K–12 educators. Unless geography provides satisfactory human‐environment education, it will likely have much less impact on twenty‐first‐century environmental science.