Over 4000 African refugees have resettled in Queensland through the Australian government's Humanitarian Program. Research on the settlement geography of this immigrant group is, however, limited. The present study is set within the context of research and debates concerning the residential concentration and/or dispersion patterns of immigrant settlement in Australia. The paper investigates the settlement and secondary migration geography of eight African refugee communities in Southeast Queensland. Discrepancies are identified between the official data and the actual distribution according to community members' views obtained via focus group surveys and interviews. Preliminary results indicate that there is a relatively high rate of secondary migration in the African communities. The paper also discusses the two key factors underpinning this secondary migration: housing and social networks. These findings have implications for settlement service providers, particularly in the area of housing.

This research tracked the confidence of sixteen undergraduate and postgraduate pre-service geography teachers as they completed a single semester, senior phase geography curriculum course. The study focused specifically on the pre-service teachers' confidence in geographical subject matter knowledge and their confidence teaching geographical skills. Data were gathered from participants through two surveys (one at the start of the semester and one at the end of the semester), interviews following video-taped micro-lessons in which participants taught a geographical skill to the class, and focus group discussions. Undergraduate students were more likely to have completed a larger number of geography discipline courses than the postgraduate students -a consequence of the program structure and selection process into the program. Results indicate that undergraduate students were also more likely to report higher levels of confidence in geographical subject matter knowledge and teaching geographical skills. Participation in microteaching activities appears to have had a positive effect on most participants' level of confidence teaching geographical skills. These results have implications for geography curriculum courses taught in initial teacher education programs, particularly shorter graduate entry programs.

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