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Prof. Dr. Nicola Walshe
Department of Curriculum, Pedagogy and Assessment, UCL Institute of Education, London WC1H 0AL, UK

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Research Keywords & Expertise

0 Geography Education
0 initial teacher education
0 Environmental and sustainability education
0 Arts-based pedagogies
0 The intersection between art, nature and wellbeing

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Original article
Published: 12 December 2019 in The Curriculum Journal
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Whilst the significant role mentors play within ITE has been emphasised in English policy context, there appears to be limited consideration of subject‐specificity of mentoring practices within the literature. One key mechanism for trainee teacher development is written lesson observation feedback, but there is a concern that it is often generic in nature. In response to this, our research explores the ways in which geography teacher educators' curricular theorising is rendered visible through written lesson observation feedback. This paper reports on the interplay between teacher, student and content apparent within lesson observation feedback and the ways that geography teachers incorporate a focus upon a subject within their mentoring practices. The project, an interpretive case study, collected data through a lesson observation activity and whole‐group discussion. Results suggest that the interplay between teacher, student and content within written lesson observation feedback often draws on subject‐specific pedagogical approaches and stimulates mentor/trainee dialogue that has the potential to provoke wider curricular thinking around the ‘what and why’ of teaching. However, further research is needed to gain a contextualised understanding of mentoring practices, including the exploration of the role of mentors' own subject expertise, given the significance of this in guiding their professional practice.

ACS Style

Grace Healy; Nicola Walshe; Alison Dunphy. How is geography rendered visible as an object of concern in written lesson observation feedback? The Curriculum Journal 2019, 31, 7 -26.

AMA Style

Grace Healy, Nicola Walshe, Alison Dunphy. How is geography rendered visible as an object of concern in written lesson observation feedback? The Curriculum Journal. 2019; 31 (1):7-26.

Chicago/Turabian Style

Grace Healy; Nicola Walshe; Alison Dunphy. 2019. "How is geography rendered visible as an object of concern in written lesson observation feedback?" The Curriculum Journal 31, no. 1: 7-26.

Journal article
Published: 17 October 2019 in Environmental Education Research
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ACS Style

Nicola Walshe; Victoria Tait. Making connections: a conference approach to developing transformative environmental and sustainability education within initial teacher education. Environmental Education Research 2019, 25, 1731 -1750.

AMA Style

Nicola Walshe, Victoria Tait. Making connections: a conference approach to developing transformative environmental and sustainability education within initial teacher education. Environmental Education Research. 2019; 25 (12):1731-1750.

Chicago/Turabian Style

Nicola Walshe; Victoria Tait. 2019. "Making connections: a conference approach to developing transformative environmental and sustainability education within initial teacher education." Environmental Education Research 25, no. 12: 1731-1750.

Articles
Published: 10 September 2019 in International Research in Geographical and Environmental Education
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While Geographical information systems (GIS) are increasingly being seen in school geography classrooms, there remains significant reluctance among teachers to engage with the technology (e.g. Hong, 2017 Hong, J. E. (2017). Designing GIS learning materials for K-12 teachers. Technology, Pedagogy and Education, 26(3), 323–345.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]), as well as limited consideration of students’ perspectives on GIS. In response to this, we have undertaken research to explore how a programme of GIS training, integrated within a two-year A-Level examination course, develops students’ perceptions of the value and nature of GIS, their subsequent engagement with it, and its impact on their geographical knowledge. This paper reports on one strand of the longitudinal research which focuses on how tapping into the expertise of real-world, industry experts can affect students’ perceptions of the relevance of GIS to geography and support their acquisition of geographical knowledge. The project, an interpretive case study, used questionnaires, interviews and analysis of students’ work to elicit students’ developing perceptions of and engagement with GIS, as well as changes in their geographical knowledge. Results suggest that engagement with industry experts aids students’ understanding of what GIS is, allowing them to develop a more nuanced appreciation of its real-world applications; this then appears to play both a direct and indirect role in the subsequent development of students’ geographical knowledge.

ACS Style

Grace Healy; Nicola Walshe. Real-world geographers and geography students using GIS: relevance, everyday applications and the development of geographical knowledge. International Research in Geographical and Environmental Education 2019, 29, 178 -196.

AMA Style

Grace Healy, Nicola Walshe. Real-world geographers and geography students using GIS: relevance, everyday applications and the development of geographical knowledge. International Research in Geographical and Environmental Education. 2019; 29 (2):178-196.

Chicago/Turabian Style

Grace Healy; Nicola Walshe. 2019. "Real-world geographers and geography students using GIS: relevance, everyday applications and the development of geographical knowledge." International Research in Geographical and Environmental Education 29, no. 2: 178-196.

Journal article
Published: 22 November 2018 in Teaching and Teacher Education
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Video self-reflections can be an effective self-development tool for student teachers; however, its value is often limited as video provides only one perspective of the classroom. This project, an interpretive case study, used think-aloud protocol and interviews to explore how the use of 360-degree video can support student teacher reflection. Results suggest that the immersive, embodied experience of reflecting using 360-degree video develops a more nuanced understanding of microteaching practice, as well as supporting student teachers’ self-efficacy towards teaching. This has the potential to facilitate a more active and student-centred approach to initial teacher education within Higher Education.

ACS Style

Nicola Walshe; Paul Driver. Developing reflective trainee teacher practice with 360-degree video. Teaching and Teacher Education 2018, 78, 97 -105.

AMA Style

Nicola Walshe, Paul Driver. Developing reflective trainee teacher practice with 360-degree video. Teaching and Teacher Education. 2018; 78 ():97-105.

Chicago/Turabian Style

Nicola Walshe; Paul Driver. 2018. "Developing reflective trainee teacher practice with 360-degree video." Teaching and Teacher Education 78, no. : 97-105.

Journal article
Published: 01 March 2018 in Geography
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ACS Style

Nicola Walshe. Geographical information systems for school geography. Geography 2018, 103, 46 -49.

AMA Style

Nicola Walshe. Geographical information systems for school geography. Geography. 2018; 103 (1):46-49.

Chicago/Turabian Style

Nicola Walshe. 2018. "Geographical information systems for school geography." Geography 103, no. 1: 46-49.

Resource
Published: 29 May 2017 in Journal of Geography in Higher Education
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There is general agreement that geographical information systems (GIS) have a place within the geography classroom; they offer the potential to support geographical learning, exploring real-world problems through student-centred learning, and developing spatial thinking. Despite this, teachers often avoid engaging with GIS and research suggests that the lack of GIS training in initial teacher education is partially to blame. In response to this, this article explores how 16 trainee geography teachers were supported to develop their use of GIS across a one-year, postgraduate teacher training course in England. The project, an interpretive case study underpinned by a constructivist epistemology, used questionnaires and interviews to elicit trainees’ understandings of the nature of GIS, and to explore their engagement with it across their training year. Results suggest a programme of embedded training developed in trainees a more nuanced understanding of the value of GIS for supporting geographical learning and, thereby, increased self-efficacy towards and engagement with it in their teaching practice. However, not all trainees embraced GIS as a pedagogical tool and the study raised several key issues for geography teacher education, including the knowledge culture within schools in the teacher training partnership, and the importance of trainee self-efficacy towards GIS.

ACS Style

Nicola Walshe. Developing trainee teacher practice with geographical information systems (GIS). Journal of Geography in Higher Education 2017, 41, 608 -628.

AMA Style

Nicola Walshe. Developing trainee teacher practice with geographical information systems (GIS). Journal of Geography in Higher Education. 2017; 41 (4):608-628.

Chicago/Turabian Style

Nicola Walshe. 2017. "Developing trainee teacher practice with geographical information systems (GIS)." Journal of Geography in Higher Education 41, no. 4: 608-628.

Journal article
Published: 04 August 2016 in Environmental Education Research
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ACS Style

Nicola Walshe. An interdisciplinary approach to environmental and sustainability education: developing geography students’ understandings of sustainable development using poetry. Environmental Education Research 2016, 23, 1130 -1149.

AMA Style

Nicola Walshe. An interdisciplinary approach to environmental and sustainability education: developing geography students’ understandings of sustainable development using poetry. Environmental Education Research. 2016; 23 (8):1130-1149.

Chicago/Turabian Style

Nicola Walshe. 2016. "An interdisciplinary approach to environmental and sustainability education: developing geography students’ understandings of sustainable development using poetry." Environmental Education Research 23, no. 8: 1130-1149.