The chapter explores what professional engagement as a geography teacher looks like by identifying several geography-specific communities of practice and a range of resources suitable for teacher professional learning (TPL) in geography. Attention then focuses on the nature of professional engagement overall. Throughout the chapter, the reader is challenged to reflect on and consider how they can continue to maintain and build their capacity as a graduate and proficient early-career teacher of geography.

The importance of effective communication between the adults in the lives of children has gained prominence in theory, policy and practice, and throughout the different contexts in which children participate. In educational contexts throughout the world, it has been well established that the best outcomes occur for children when the adults in their lives come together to support them.

In this chapter, the concept of communication is explored in relation to the educational context. Initially, the dearth of knowledge in the field of communication is drawn upon to introduce some of the theoretical insights into education-based communication, including some of the facilitators and barriers that might be encountered by teachers when working with children, colleagues and parents/caregivers. Different models of communication are then presented, and some practical strategies for communicating with staff, children and parents/caregivers are outlined and discussed. The chapter concludes by discussing the role of professional reflection in developing and refining education-based communication skills.