We report the findings from two global panel "conversations" that, stimulated by the exceptional coronavirus pandemic of 2020/21, explored the concept of resilience in geographic science teaching and learning. Characteristics of resilient teaching, both in general and with reference to GISc, are listed and shown to be essentially what might in the past have been called good teaching. Similarly, barriers to resilient teaching are explored and strategies for overcoming them listed. Perhaps the most important conclusion is a widespread desire not to "bounce back" to pre-COVID ways, but to use the opportunity to "bounce forward" towards better teaching and learning practices.

The term " microteaching" has been quoted in a variety of contexts, but is most often applied to the use of closed circuit television to give immediate feedback of a trainee teacher's performance in a simplified environment. Among advantages claimed are the controlled and structured nature of the format, an economy of time and effort and an improved research and evaluation facility. There is evidence that microteaching produces measurable changes in teacher behaviour, and that beneficial results can be obtained with various paradigms. The role of the supervisor is examined: this is clearly different from the traditional function of the teaching practice supervisor, and it is postulated that self-evaluation is quite feasible. Modelling or demonstration teaching is briefly discussed, followed by an appraisal of evaluation instruments and the effectiveness of video tape feedback. In the final section suggestions are made concerning areas in need of research.

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