Influences on the task-setting practices of geography teachers: orientations and curriculum contexts

Uwe Krause; Tine Béneker; Jan van Tartwijk; Duygu Güngör

doi:10.1080/10382046.2024.2363642

Influences on the task-setting practices of geography teachers: orientations and curriculum contexts

Uwe Krause^*
, Tine Béneker
, Jan van Tartwijk
, Duygu Güngör

^*Corresponding author for this work

Dokuz Eylul University

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Geography teachers face increasing accountability with a focus on measurable outcomes. This paper examines the task-setting of geography teachers for the topic Global Food Issue in upper secondary education in the Netherlands and North-Rhine Westphalia (Germany), two countries with a comparable education system, but differing examination systems. The results show that teachers’ orientations towards the curriculum influence the types of tasks they use. However, the evaluative rules of the curriculum context, specifically the examination system, exert a significant influence on teachers’ task-setting. Achieving constructive alignment, which entails consistency between curriculum objectives and high-stakes examinations, emerges as of paramount importance in assisting teachers in achieving higher-order-thinking skills.

Original language	English
Pages (from-to)	25-39
Number of pages	15
Journal	International Research in Geographical and Environmental Education
Volume	35
Issue number	1
Early online date	1 Jul 2024
DOIs	https://doi.org/10.1080/10382046.2024.2363642
Publication status	Published - 2026

Bibliographical note

Publisher Copyright:
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Funding

This research was funded by the Dutch Research Council (NWO), grant number 023.011.001.

Funders	Funder number
Dutch Research Council (NWO)	023.011.001

Keywords

Constructive alignment
curriculum context
higher-order thinking
task setting
teaching and curriculum orientation

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10.1080/10382046.2024.2363642Licence: CC BY-NC-ND

Influences on the task-setting practices of geography teachers orientations and curriculum contextsFinal published version, 1.74 MBLicence: CC BY-NC-ND

Cite this

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Influences on the task-setting practices of geography teachers: orientations and curriculum contexts

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Bibliographical note

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Keywords

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