ABSTRACT
This chapter reports on a review of published articles focused on GIS in the journals of Primary Geography and Teaching Geography since 2005 and 1975 respectively. The aim of this review is to establish whether professional discourse within the geography education community in the UK can provide an insight into how geography teachers are marshalling GIS within their geography teaching. It also offers a view of how this professional discourse relates to the established academic literature around GIS in the field of geography education. Insights from professional discourse are perceived to be particularly significant in relation to GIS as an aspect of geography education in the digital world, because of the role of teachers’ beliefs, values and attitudes in mediating their use of GIS (Höhnle et al., 2016; Jo, 2016; Walshe, 2017) and the immediacy with which teachers now have access to advancing GIS technologies (Ricker and Thatcher, 2017). A case is made for recognising the collective role of practitioners and researchers in developing geography teachers’ professional practice in relation to GIS.
