The reports on this page document some of the key deliverables of the project.
They provide a detailed commentary on some of the formal outcomes of the project, and the evidence on which it is based.
This is the official Progress Report on the project GeoCapabilities2: Teachers as Curriculum Leaders. It has been written by the leading/coordinating partner (P1) on behalf of the whole partnership. Written in Month 18 of the 36-month project this report summarises progress at the half-way point. It shows that the Project was broadly on course in relation to the deliverables laid out in the initial project proposals. As partners testify in their own words in section 7, the Project is seen as challenging and highly significant. There was a feeling of optimism as the project moved towards its second phase, focussing on implementation, dissemination and exploitation.
GeoCap2_Progress Report (feedback)
Helpful and mainly positive feedback is detailed in this document, dated July 2016. It confirms the optimism felt by the partnership that the project is worthwhile and is proceeding well.
This report provides an outline of the key ideas underpinning capabilities, their relevance to geography education and ‘powerful knowledge’ in creating a ‘Future 3’ curriculum. It draws from a selection of scientific literature as well as a summary of discussion, issues, questions and aspirations raised by geography teachers and educators attending several workshops, papers and panel sessions.
This report presents findings from the small-scale survey that was conducted among a group of geography teachers and teacher educators in the partner and associate partner countries of the GeoCapabilities project. The report shows respondents’ initial ideas of ‘capabilities’ and investigates the status of capabilities in their thinking about geography teaching.
This report summarises some examples of good practices used in teacher preparation and professional development in partner and associate partner countries of the project. Some examples are provided by the project’s third country partner, the USA. Special attention in this report is paid to the ways of using different technologies in teacher training.