ABSTRACT
For many teachers, the notion of engaging with theory may seem like an additional burden on their time; a distraction from the ‘real-world’ of teaching and learning. However, it can be argued that theory and theoretical understanding lie at the heart of what goes on in the classroom. By engaging with theory it is possible to understand how we have got where we are today. Moreover, by critiquing theory it is possible to consider alternative ways forward and help shape the future of teaching and learning. The focus of this chapter is to encourage teachers to ‘unpack’ their personal theoretical understanding(s) and show how engaging with theory can be a useful and important aspect of teaching and learning in the geography classroom. The aims of this chapter are:
• to help teachers make links between theory and practice. • to consider some of the practical applications of theories about learning,
curriculum and geography. • to explore how engaging with theory and theoretical debate can help
teachers to ask ‘big’ questions about geography education.
