Geography Teacher Education and Professionalization

Models of initial teacher education in geography: A systematic review.- Intervention research design in the context of professionalizing future geography teachers - Specific potentials of qualitative, quantitative and mixed-methods designs using the example of three empirical studies.- California dreams of global education and environmental literacy: Problems and prospects for the professionalization of geography education.- Tough, but worth the effort: Collaboration for professional development strengthens geography education.- Fostering professionalism for geography in primary schooling.- The potential and reality of geography - Major graduate education for improving primary teachers' professionalism in primary geography education: Focusing on South Korea.- Problems and understanding of professionalization of secondary school geography teachers In China.- The professional development of teachers of geography in England.- The effects of the Bologna Declaration on the initial trainingof geography teachers: The case of Portugal.- English experience of developing identities of pre-service geography teachers.- Research publications' impact on geography teachers.- South African geography teachers' involvement in self-directed professional development activities in geography education.- The role of pre-service teachers' misconceptions in the geography teacher education.- Between the atlas and the purple crayon - Purple mapping and place-based education in geography teacher-training studies and experience.- GIS education literacy for students of geography education and geography teachers - Developing and evaluating GIS educational programs at Leibniz University of Hanover.- Towards an Augmented Geography Education.- Digital geography education - a collaborative seminar concept about using digital media in geographical educational processes (good practice in geography teacher education).- The Anthropocene's Implications for Professional Ethics in American Geography

Eyüp Artvinli is full professor in the Faculty of Education at Eskisehir Osmangazi University, Turkey. He was also the Editor-in-Chief of the Review of International Geographical Education (RIGEO) between 2011 and 2021. After working for nine years as a geography teacher in different high schools, Eyüp worked as a commission member on the Board of Education at the Ministry of Education in Ankara before he began work at Eskisehir Osmangazi University in 2008. His main focus areas are teacher education, curricula in high schools, textbooks, active learning, teacher training, digital geography education, and GIS in schools in geography. He is the author of the research book entitled Teacher Training in Geography in Turkey/ Pre-Service and In-Service Needs Analysis

Inga Gryl is professor for social and science education at the Department of Geography at University of Duisburg-Essen, Germany. She gained degrees at Friedrich-Schiller University, Germany, and Dalarna University, Sweden. After her PhD in 2012 at University of Koblenz-Landau, Germany, she was appointed as professor at Technical University of Chemnitz, Germany, in 2013. In 2018, she was guest professor at the University of Vienna, Austria. She has been vice-president and president of the German Association of Geography Education from 2014 to 2019. Her research focuses are digitalization in everyday spatial settings, learning processes and teacher education, geomedia in educational settings, concepts of space and everyday making of geographies among children, innovativeness in education, and education for sustainability.




Jongwon Lee is professor of Social Studies Education (geography education major) at Ewha Womans University, Seoul, South Korea. Prior to joining Ewha Womans University in 2006, he worked for the American Association of Geographers in Washington, DC, USA as an education fellow from 2005 to 2006. He received his B.A. (1997) and M.A. (2000) degrees in geography