Influences on the task-setting practices of geography teachers: orientations and curriculum contexts-Reference-Cited by-同舟云学术

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Influences on the task-setting practices of geography teachers: orientations and curriculum contexts

Published:2024-07 Issue: Volume: Page:1-15
ISSN:1038-2046
Container-title:International Research in Geographical and Environmental Education
language:en
Short-container-title:International Research in Geographical and Environmental Education

Author:

Krause Uwe¹²^ORCID,Béneker Tine¹^ORCID,van Tartwijk Jan³^ORCID,Güngör Duygu⁴^ORCID

Affiliation:

1. Faculty of Geosciences, Utrecht University, Utrecht, The Netherlands

2. Department of Geography Education, Fontys University of Applied Sciences, Tilburg, The Netherlands

3. Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands

4. Faculty of Letters, Dokuz Eylül University, Izmir, Turkey

Funder

the Dutch Research Council

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/10382046.2024.2363642

Reference48 articles.

1. The knowledge curve: combining types of knowledges leads to powerful thinking

2. Towards a Theory of Educational Transmissions

3. Vertical and Horizontal Discourse: An essay

4. Bernstein, B. (2000). Pedagogy, symbolic control and identity. Theory, research, critique (revised edition). Rowman & Littlefield.

5. Teaching powerful geographical knowledge – a matter of social justice: initial findings from the GeoCapabilities 3 project

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