This article discusses the ideas of Dutch student teachers about what kind of geographical knowledge secondary students should learn. We take into account the backgrounds of student teachers by comparing three groups in different teacher-education programmes. Their ideas are analysed using Alaric Maude’s types of powerful geographical knowledge in the context of a F3 curriculum (explained by Maude in this journal in 2016). We observe a clear dominance of Maude’s type 2 knowledge and a lack of type 3 knowledge, which is more or less in line with the (national) curriculum. Maude’s (2016) types of knowledge are useful as a framework, but they also raise further questions. We conclude with a reflection on the PDK in Dutch geography education in particular, and the implications for teacher education in general.

中文翻译：

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学生教师对地理教育（强）知识的看法

本文探讨了荷兰学生教师对于中学生应该学习什么样的地理知识的想法。我们通过比较不同教师教育计划中的三组来考虑学生教师的背景。他们的想法在 F3 课程的背景下使用 Alaric Maude 强大的地理知识类型进行分析（Maude 在 2016 年在本期刊中解释）。我们观察到 Maude 的 2 类知识明显占主导地位，而 3 类知识或多或少与（国家）课程一致。Maude (2016) 的知识类型作为一个框架很有用，但它们也提出了进一步的问题。最后，我们特别反思了荷兰地理教育中的 PDK，以及对一般教师教育的影响。