Professional Development for the Advanced Placement® Human Geography Teacher: Present Practice and Prospects for Change

Autor/inn/en	Mitchell, Jerry T.; Hare, Phillip R.
Titel	Professional Development for the Advanced Placement® Human Geography Teacher: Present Practice and Prospects for Change
Quelle	In: Geography Teacher, 15 (2018) 2, S.68-79 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933 8341
DOI	10.1080/19338341.2017.1417881
Schlagwörter	Faculty Development; Advanced Placement Programs; Human Geography; Geography Instruction; Educational Practices; Teaching Methods; Instructional Improvement; Models; Workshops; Program Descriptions; Program Effectiveness; South Carolina + Suchen Sie Ihr Suchwort? Humangeografie; Geography education; Geography lessons; Geografieunterricht; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsqualität; Analogiemodell; Lernwerkstatt; Schulung
Abstract	The Advanced Placement® Human Geography (AP HG) course has shown tremendous growth since 2001, the first year students took the end-of-course exam. Slightly more than 3,000 students took the exam that year; the number exceeded 163,000 in 2015 (Lanegran and Zeigler 2016) and is expected to grow further still. The College Board describes the course as: " … [the] equivalent to an introductory college-level course in human geography. The course introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. Students employ spatial concepts and landscape analysis to examine socioeconomic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and applications (College Board 2016)." This description shows the course to be rigorous, and the growing demand by students, parents, and schools is exciting. But to match this demand and to maintain quality, rigor, and innovativeness in course delivery, we also need well-trained geography teachers (Lanegran and Zeigler 2016; Sharma 2005). This is not a concern simply for the geography community. As Bednarz (2016, 86) writes, "Teachers are often assigned to teach an AP course without adequate academic preparation, and professional development [PD] in AP subjects is limited." What, then, is adequate preparation for the AP HG teacher? In the best possible world, the AP HG teacher might have an undergraduate geography degree (and even a few graduate-level courses) paired with a teaching degree. Past work on geography teacher preparation generally (Bednarz, Stoltman, and Lee 2004) shows this to be wishful thinking. This is not meant, according to the authors, to suggest that current AP HG teachers are necessarily teaching the course poorly. Rather they aim to use this article to explore the current AP HG professional landscape broadly and to offer observations from a program developed in South Carolina to improve AP HG instruction. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01