Curriculum changes and teacher training: the pedagogy of geography teaching in Portuguese schools

Abstract

The present changes in Portuguese geography curriculum have raised several questions about teachers' practices. In fact, in the Portuguese context, there is little previous research in the area of how teachers adapt to curriculum reforms and reorganization; what they are doing in classrooms; what kind of information is being provided and how teachers cope with on-going change. Considering that research into teacher practice allows effective strategies to be identified, suggests new training courses and contributes to an understanding of the process of teaching and learning, the research proposed in this research note aims to find out what kind of geography teaching is being done In Portuguese schools using an empirical approach involving both qualitative and quantitative methods.