Abstract
ABSTRACT Drawing on the perspectives of six student teachers (including five geography specialists) and two teacher educators, four key components are identified as being crucial to enable those undertaking a geography-focused programme of Initial Teacher Education to thrive rather than simply survive. These include, (1) nurturing an enjoyment of geography, (2) engaging with education research to underpin classroom practice, (3) developing communities of practice within and beyond school and university settings and, (4) building teacher identity through regular reflection that considers an individual’s values. These insights will have relevance for those considering or undertaking a career as a geography teacher and for school and university partnerships that provide Initial Teacher Education programmes.
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