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Geography comes alive through fieldwork

机译：地理通过野外工作而活跃起来

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摘要

This article is based on two teacher professional learning workshops I have delivered within the last 6 months: firstly in New Zealand at the 2015 AGTA Conference; and secondly in Brisbane as part of the 2015 AGTA Roadshow. The focus of these workshops was developed to support key ideas in the Foundation to Year 10 Australian Curriculum: Geography and also in response to requests from specialist and non-specialist teachers around Australia who were interested in defining Geography and the purpose of fieldwork in a meaningful way, as well as in finding opportunities for fieldwork suitable for implementation during class time. Recent Australian-based research about factors attributable to accomplished Geography teaching in schools (Kriewaldt, 2010) reveals nine standards (accessible online at http://www.geogstandards.edu.au/)– four of them are of particular relevance to this article: 'Knowing geography and geography curriculum'; 'Fostering geographical inquiry and fieldwork'; 'Understanding geography teaching – pedagogical practices'; and 'Progressing professional growth and development. If you are interested in continuing the dialogue about geographical education, please join my professional learning network on Twitter @SusanCaldis and also via hashtags including #AGTANZ2015 #AGTATPL2015 #geographyteacher.
机译：本文基于我在过去6个月内举办的两次教师专业学习研讨会：首先是在新西兰举行的2015 AGTA会议上;其次是布里斯班2015年AGTA路演的一部分。开发这些讲习班的重点是为了支持“基础课程”至“澳大利亚10年级课程：地理学”，也应澳大利亚各地专业和非专业教师的要求做出回应，他们对定义地理学和实地考察的目的感兴趣。方式，以及寻找适合在上课时间进行实地考察的机会。最近一项基于澳大利亚的，有关学校完成地理教学的因素的研究（Kriewaldt，2010年）揭示了九种标准（可在http://www.geogstandards.edu.au/上在线访问）–其中四个与本文特别相关：'了解地理和地理课程'; “促进地理调查和实地调查”; “了解地理教学–教学实践”;和“促进专业成长和发展。如果您有兴趣继续进行有关地理教育的对话，请通过Twitter @SusanCaldis并通过＃AGTANZ2015＃AGTATPL2015 #geographyteacher等标签加入我的专业学习网络。

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