International Perspectives on Geography Education

Edited by Jerry T. Mitchell, Professor of Geography, Department of Geography, University of South Carolina, USA

• Contents1 Introduction to International Perspectives on GeographyEducation 1Jerry T. MitchellPART I STUDENT LEARNING2 Cartograms as tools for spatial analysis in Braziliangeographic education 8Ronaldo Goulart Duarte3 A community geography framework for internationaleducation partnerships 22Timothy L. Hawthorne, Lain Graham, and Antonio Cano4 Realizing the promise of geospatial technologies 39Bob Kolvoord5 Empowering future geographers: in defense of fieldexperiences for student success 51Karen S. BartonPART II PRE-SERVICE EDUCATOR TRAINING6 Embedding formative and peer assessment in pre-servicegeography teacher education: a mosaic of good practices 67Martin Hanus, Dana Řezníčková, Miroslav Marada, LenkaKrajňáková and Tereza Cimová7 Common ground in a fragmented landscape: understandingand developing pre-service geography teacher education inGermany 88Inga Gryl8 The meaningful implementation of problem-based learningin pre-service geography teacher training 108Aubrey Golightly9 Developing dimensions of justice and learning to teach withgeography 127Kelly LeónPART III IN-SERVICE EDUCATOR PROFESSIONALDEVELOPMENT10 Social labs to support novice teacher transitions betweenstatus and subjects 148Susan Caldis11 In-service teacher professional learning through LatinAmerican geography education networks 167Sandra Álvarez Barahona, Fabián Araya Palacios and Alex Oberle12 Stronger together: building teacher capacity in geographyand sustainability education in Southeast Asia 182Tricia Seow13 Teachers as visionaries: aspirations for integrating GIS inthe classroom 196Injeong Jo

‘This selection of case studies offers a timely and constructive reorientation of geography education. The aim is to shift the discourse from deficit narratives to evidence-informed examples of success. Diverse international contexts illuminate innovative pedagogies, teacher education practices, and professional learning models that demonstrate the transformative potential of geography education worldwide.’