Exploring the gap between academic geography and school geography: knowledge transformation of the competencies-based curriculum making in China

Newly Qualified Teachers and their Preparedness as Geography Teachers in Zambia

“…A study by Ferreira (2018) divulged that geography students found university geography courses became broader with many topics, many of which they had never encountered at school. He et al (2022) indicate that rapid advancements in academic knowledge at the university level make it difficult for schools to keep up with the fast changes. Geography educators and geographers are focused and engaged in research, which produces new knowledge while also enjoying a flexible curriculum change, which is more challenging at the school level (He et al, 2022).…”

“…He et al (2022) indicate that rapid advancements in academic knowledge at the university level make it difficult for schools to keep up with the fast changes. Geography educators and geographers are focused and engaged in research, which produces new knowledge while also enjoying a flexible curriculum change, which is more challenging at the school level (He et al, 2022). In the same line of thought, Tredinnick (2019) highlights how geographers in academia are concentrated on addressing their issues, while geography teachers at secondary schools are wrestling with finding their own solid identity, among other issues.…”

“…In the same line of thought, Tredinnick (2019) highlights how geographers in academia are concentrated on addressing their issues, while geography teachers at secondary schools are wrestling with finding their own solid identity, among other issues. The detachment between university and school geography is perpetuated by minimal interactions between the two disciplines (He et al (2022).…”

“…Geography student teachers' engagement and acquisition of geography content knowledge (CK) during their undergraduate teacher preparation influences the quality of teaching in schools. According to He et al (2022), teachers' professional knowledge and skills strongly influenced the quality of geography education at the secondary school level. Fischer (2022) explains that most graduate teachers need help transforming knowledge acquired into practice at the beginning of their teaching careers.…”

“…Fischer (2022) explains that most graduate teachers need help transforming knowledge acquired into practice at the beginning of their teaching careers. Studies have shown that geography teachers need help simplifying abstract geographical content knowledge to the required subject matter standard (Fischer, 2022;He et al, 2022).…”