The Effects of the Bologna Declaration on the Initial Training of Geography Teachers: The Case of Portugal

Author:

Alexandre Fernando

Publisher

Springer International Publishing

Reference27 articles.

1. Alexandre, F. (2016). The standardization of geography teachers’ practices: A journey to self-sustainability and identity development. International Research in Geographical and Environmental Education, 25(2), 166–188.

2. Alexandre, F. (2017). The place of epistemological beliefs within teachers’ social representation systems: A model to explain geography teachers’ practices. In G. Schraw, J. Brownlee, L. Olafson, & M. Vanderveldt (Eds.), Teachers’ personal epistemologies: Evolving models for transforming practice (pp. 353–386). Information Age Publishing.

3. Alexandre, F. (2018). Teoria e prática na formação inicial de professores em Portugal [Theory and practice in initial teacher education in Portugal]. Revista Cenas Educacionais, 1(2), 57–104.

4. Bladh, G. (2020). GeoCapabilities, Didaktical analysis and curriculum thinking–furthering the dialogue between Didaktik and curriculum. International Research in Geographical and Environmental Education, 29(3), 206–220. https://doi.org/10.1080/10382046.2020.1749766

5. Braga, C., Dias, A., Formosinho, J., Ruivo, J., Pereira, J., & Tavares, J. (1988). A situação do professor em Portugal [The teacher's condition in Portugal]. Análise Social, XXIV(103–104), 1187–1293.

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