© 2025 SURF
Re-structuring of a Dutch mono-industrial region; example of TwenteTable of contents of the chapter Introduction Geography and location of Twente Industrialization of Twente and development of the Textile Industry Decline of the Textile Industry Restructuring Twente: arguments for a regional innovation strategy Moving towards a more diversified economy Stronger co-operation between governments, universities, and industries The role of universities and the example of ‘Kennispark Twente’ Further regional and international co-operation Twente today
MULTIFILE
Online supplement to: Smit, E., Tuithof, H. & Béneker, T. (2023). Portraying the developing PCK of Dutch pre-service geography teachers. International Research in Geographical and Environmental Education.
The European Values Study (EVS) is a large-scale, cross-national and longitudinal research programme on basic human values, initiated in the late 1970s. A product of this research is the Atlas of European Values (AoEV), published by the University of Tilburg in the Netherlands for the second time. The Atlas of European Values offers maps and background information on the opinions of the population in 46 European countries. In chapters about Europe, family, work, religion, politics, society and well-being, diversity and similarities in values patterns are shown. On the website www.atlasofeuropeanvalues.eu maps of the European Values Study are accessible for free. In addition, the website offers different map tools, videos, background information and other teaching materials that are very useful sources of information for geographers and geography teachers. The most important theories to explain the value patterns that the research shows us are modernization theories. In this article, the basic findings on values are explained with respect to the theoretical frame and some examples with a special focus on Turkey are given. The findings challenge geography and other sciences, to what extent mapping the values of Europeans is possible. Two of these challenges are regionalizing the data and exploring the "context" for explaining the differences among countries.
Building on the Millennium Development Goals, Education for Sustainable Development (ESD) and Education for Sustainable Development Goals (ESDG) were established. Despite the willingness of many educational institutions worldwide to embrace the SDGs, given escalating sustainability challenges, this article questions whether ESDG is desirable as “an education for the future”. Many challenges outlined by the SDGs are supposed to be solved by “inclusive” or “sustainable” economic growth, assuming that economic growth can be conveniently decoupled from resource consumption. Yet, the current hegemony of the sustainability-through-growth paradigm has actually increased inequalities and pressure on natural resources, exacerbating biodiversity loss, climate change and resulting social tensions. With unreflective support for growth, far from challenging the status quo, the SDGs and consequently, the ESDGs, condone continuing environmental exploitation, depriving millions of species of their right to flourish, and impoverishing future generations. This article creates greater awareness of the paradoxes of sustainable development and encourages teaching for sustainability through various examples of alternative education that emphasizes planetary ethic and degrowth. The alternatives include Indigenous learning, ecopedagogy, ecocentric education, education for steady-state and circular economy, empowerment and liberation. “This is an Accepted Manuscript of an article published by Taylor & Francis in 'Journal of Environmental Education' on 01/20/20, available online: https://www.tandfonline.com/doi/full/10.1080/00958964.2019.1710444 LinkedIn: https://www.linkedin.com/in/helenkopnina/
MULTIFILE
In 2020 hebben drie docentonderzoekers (Irene de Kleyn, Mariska Dinkelman en Marleen IJzerman) vanuit het lectoraat Meertaligheid en Onderwijs een inventarisatieonderzoek opgezet en uitgevoerd onder een representatieve afvaardiging van lerarenopleiders en studenten van de internationale varianten van de lerarenopleidingen Duits, Engels, Frans en Spaans van Instituut Archimedes (IA) die zijn gebundeld onder “Teacher Education” (TeacherEd). Het onderzoek had als doel inzicht te krijgen in de rol/plek van meertaligheid als leermiddel, leerdoel en context in de verschillende curricula van de TeacherEd.
Pedagogical Content Knowledge (PCK) is used to describe the knowledge teachers use to teach a specific subject to a specific audience. Although PCK is linked to student success and motivation, relatively little is known about the PCK of geography teachers. Through a mixed methods approach, we surveyed a group of 73 Dutch pre-service teachers in their final year of geography teacher education. We used the PCK-consensus model to address both PCK-on action (teacher knowledge) and PCK-in action (teacher practice). We investigated the former through a CoRe-assignment and the latter through a quantitative survey. Teacher’s PCK-in action focussed on teacher-centred lessons with ample attention for visualisations, current events, and efforts to engage students. The results for PCK-on action confirmed the content dependency of PCK. Pre-service teachers chose different geographical topics and used different goals and strategies when teaching these topics. In this context, we also found that they experienced difficulties when teaching controversial issues. In a final step, we combined the results of both methods for 9 teachers in individual PCK portraits. These portraits show that coherence between PCK-elements and, therefore, PCK-quality is still weak for most pre-service teachers. Consequently, their fragile subject matter knowledge seems to influence their developing PCK.
LINK
The current development of tourism is environmentally unsustainable. Specifically, tourism's contribution to climate change is increasing while other sectors are reducing their greenhouse gas emissions. This paper has two goals: reveal the main structural cause for tourism's emission growth and show the consequences thereof for (mitigation) policies. It is reasoned that the main cause for tourism's strong emission growth is the time-space expansion of global tourism behavior. Contemporary tourism theory and geography fail to clearly describe this geographical development, making it difficult to understand this expansion and develop effective policies to mitigate environmental impacts. Therefore, this paper explores some elements of a 'new tourism geography' and shows how this may help to better understand the causes of the environmentally unsustainable development of tourism with respect to climate change and devise mitigation policies.
MULTIFILE
Online supplements to Smit, E., Tuithof, H., Savelsbergh, E., & Béneker, T. (2023). Geography teachers’ pedagogical content knowledge: A systematic review. Journal of Geography. https://doi.org/10.1080/00221341.2023.2173796 Supplement 1: Extended information on selected studies Supplement 2: Full references of studies used in the review Supplement 3: Codebook Abstract: Pedagogical Content Knowledge (PCK) is the knowledge teachers use to teach a specific subject to a specific audience. The importance of PCK to quality teaching is widely recognized. However, an overview of research about geography teachers’ PCK is missing. To fill this gap, we conducted a systematic review. We analyzed 43 empirical studies, but only 9 used PCK as a framework. Most studies addressed instructional strategies or teaching orientations. The studies were too diverse to draw conclusions on geography teachers’ PCK in general. But portraits of 16 geography teachers emphasized the necessity of geographical knowledge and teaching experience for PCK-quality.
MULTIFILE
