Mapping Powerful Knowledge in Initial Geography Teacher Education: An Analysis of Portuguese Teacher Education Curricula

Abstract

Powerful knowledge has emerged as a significant topic of research and theoretical debate within Geography Education. In recent years, several scholars in the field of Geographical Education have contributed to this discussion through theoretical reflections and empirical research. At the same time, Geography Teacher Education constitutes an important context in which ideas related to powerful knowledge can be developed and incorporated into teacher preparation. Therefore, it is relevant to examine how initial Geography teacher education programs address the concept of powerful knowledge and how they prepare future teachers to engage with and apply it in their professional practice.This article explores how initial Geography teacher education programs in Portugal address powerful knowledge and contribute to preparing future Geography teachers to incorporate this perspective into their teaching. To this end, we analyzed the syllabi of curricular units related to Geography Education, identifying whether the concept of powerful knowledge is explicitly addressed and examining how its different dimensions are represented in the curricula, drawing on Béneker’s theoretical framework for the conceptualization of powerful knowledge.