While many have extolled the benefits of incorporating children’s geographies in school geography (Biddulph, 2012; Yarwood and Tyrell, 2012; Roberts, 2017), its place in the classroom is uncertain (Catling, 2011; Hammond, 2020). To gain a more nuanced understanding of how, and why, children’s geographies are drawn upon and engaged with in school geography, this article examines the philosophies and experiences of geography teacher educators. In doing so, it draws on research conducted by the authors during the 2019 Geography Teacher Educator conference held in Bristol, England. Participants engaged in a reflective discussion about children’s geographies, which was framed by Castree et al.’s (2007) notion of ‘borders’ existing between academic and school geography. It transpires that while many geography teacher educators perceive that children’s geographies is fundamental to teaching geography, they identify gaps in their knowledge of the sub-discipline that compromise their ability to utilise it. Furthermore, geography teacher educators opined that the wider context of accountability and performativity that pervades schooling in England today renders it challenging both to explore children’s geographies in the classroom and to develop their knowledge of the field.

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地理教师教育者对儿童地理在课堂中的位置的看法

虽然许多人称赞将儿童地理纳入学校地理的好处（Biddulph，2012；Yarwood 和 Tyrell，2012；Roberts，2017），但它在课堂上的位置尚不确定（Catling，2011；Hammond，2020）。为了更细致地了解儿童地理如何以及为何被利用和参与学校地理，本文考察了地理教师教育者的理念和经验。为此，它借鉴了作者在 2019 年在英国布里斯托尔举行的地理教师教育者会议期间进行的研究。参与者参与了关于儿童地理的反思性讨论，这是由卡斯特里等人 (2007) 的学术和学校地理之间存在的“边界”概念构成的。事实证明，虽然许多地理教师教育工作者认为儿童地理是地理教学的基础，但他们发现他们对子学科知识的差距影响了他们利用它的能力。此外，地理教师教育者认为，当今英国学校教育中普遍存在的问责制和表演性的更广泛背景使得在课堂上探索儿童地理和发展他们对该领域的知识具有挑战性。