Czech secondary pre-service teachers’ conceptions of geography
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F20%3A00114039" target="_blank" >RIV/00216224:14410/20:00114039 - isvavai.cz</a>
Result on the web
<a href="https://www.tandfonline.com/doi/full/10.1080/03098265.2020.1712687" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/03098265.2020.1712687</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/03098265.2020.1712687" target="_blank" >10.1080/03098265.2020.1712687</a>
Alternative languages
Result language
angličtina
Original language name
Czech secondary pre-service teachers’ conceptions of geography
Original language description
The status of geography as a separate school subject in Czechia is being increasingly questioned as pupils’ interest in it is declining. Pre-service teachers (i.e. teacher trainees at universities) are key players in recontextualizing geography education in the future. Therefore, understanding pre-service teachers’ conceptions of geography and its teaching are crucial. This article reports on the results of a survey of Czech secondary pre-service teachers’ conceptions regarding geography and its teaching. Our contribution to the literature extends existing knowledge by using a latent class analysis providing deep insight into the conceptions of geography and its teaching. The survey was conducted among a group of 114 secondary pre-service geography teachers studying at five universities in Czechia. A classification of conceptions of geography and its teaching developed by Simon Catling served as an analytical framework. The findings indicate that a majority of Czech pre-service geography teachers had a descriptive, information-oriented, and non-relational conception of geography and its teaching. The research results showed two homogenous groups of pre-service geography teachers: knowledge-oriented essentialists and learner-centred progressivists. This paper concludes by suggesting implications for pre-service geography teacher education.
Czech name
—
Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
<a href="/en/project/GA18-08315S" target="_blank" >GA18-08315S: Teachers’ Perceptions of Geography and Geography Teaching</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2020
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Journal of Geography in Higher Education
ISSN
0309-8265
e-ISSN
1466-1845
Volume of the periodical
44
Issue of the periodical within the volume
3
Country of publishing house
GB - UNITED KINGDOM
Number of pages
16
Pages from-to
458-473
UT code for WoS article
000506337500001
EID of the result in the Scopus database
2-s2.0-85078624252