The content of geography lessons has become a pressing issue in geography education. Recent criticisms of the quality of geography education in schools have focused attention on what geography we should be teaching young people, and on how teachers construct the geography curriculum. Morgan and Lambert (2005) emphasise that lesson planning should be an intellectual task that begins with fundamental questions about the nature of school geography. This article critically analyses the geographical knowledge presented in three geography lessons observed as part of the external examination of a PGCE course. The article questions what students have learnt about geography from these lessons and challenges initial teacher education to address issues of ill-conceived school geography.
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机译：地理课的内容已成为地理教育中的紧迫问题。最近对学校地理教育质量的批评将注意力集中在我们应该教给年轻人的地理上，以及教师如何构建地理课程上。摩根和兰伯特（Morgan and Lambert，2005）强调，课程计划应该是一项智力任务，首先要对学校地理的本质提出基本问题。本文对PGCE课程的外部考试中观察到的三个地理课程中介绍的地理知识进行了批判性分析。这篇文章质疑学生从这些课程中学到的地理知识，并挑战了初等教师的教育水平，以解决概念错误的学校地理问题。
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