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This research mainly focuses on the challenging assumptions applicable in the three facets of geography. Ctling outlines ideas in this book that are relevant in the current academic world because few studies had addressed the perceptions of trainee teachers about the term ‘geography’ at that particular point in time. Taining geography not only entail understanding the subject but also a conception of the reasons for such training. As the title indicates, tis paper tries to explore the concepts of geography maintained by school trainee teacher in England. I Ctling compares the trainee teachers’ conceptions of geography with their understanding of the reason for teaching geography as subject in schools.

Ctling in the book refers to the findings from the previous researches. Fw primary trainee teachers understand geography as the subject concerned with the study of places whereas a slightly larger group believes that geography education is mainly to develop pupils’ sense of responsibility for the earth and its beneficiaries. Mst of the trainee teachers opined that teaching geography was helpful in increasing young children’s awareness and knowledge environment.

The book strives to elude trainee teachers’ conceptions of geography as a core subject in schools. I this article, Prsaud focuses on the discourses of teaching geography. Aequate understanding of geography as a subject requires both historical and modern research. Te author says that geography teachers have been analyzing and interpreting the latest advancements in geography education since its inception in 1975. Fr a comprehensive coverage of the relevant information for this study, Prsaud focused on a study of extra a hundred articles in the bracket of years’ H explicitly considers the changes in the historical and educational contexts in which those editorials writing was mainly to avoid biases and ambiguities.

Prsaud gives particular emphasis to 1980s where journals played a significant role in securing and sustaining geography’s importance in the national curriculum in England. Te writer identifies that journals have devoted considerable amount of energy and expertise to defending the subject of geography against the challenges from shifting political priorities in education. Prsaud in the. ..

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