Chapter 1: Introduction to the Handbook for Teaching and Learning in Geography
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The first chapter introduces the aims, ethos and threefold structure of the book. We chose transitions as the organising framework for the handbook to acknowledge that student needs at different times in a programme may require different pedagogic approaches. Learners coming into higher education have different needs from those about to graduate. Student identities, learning approaches, capabilities, competencies and preoccupations vary significantly throughout the student journey within higher education, and the handbook focuses on pedagogic approaches that help to support the transitions and stages that students go through. This chapter briefly describes each of the three parts of the book and the chapters within them, highlighting key ideas so that readers can get an overview of the handbook as a whole.