Studying Geography Teaching: First-Year Undergraduate Students’ Concerns and Expectations
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F24%3A00139508" target="_blank" >RIV/00216224:14410/24:00139508 - isvavai.cz</a>
Result on the web
<a href="https://www.tandfonline.com/doi/full/10.1080/24694452.2024.2350994" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/24694452.2024.2350994</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/24694452.2024.2350994" target="_blank" >10.1080/24694452.2024.2350994</a>
Alternative languages
Result language
angličtina
Original language name
Studying Geography Teaching: First-Year Undergraduate Students’ Concerns and Expectations
Original language description
This article represents a new focus on how we can make student teachers’ images more explicit and voiced in teacher training in geography. The expectations and values of the generations of students entering teacher education constantly change, and undergraduate curricula and faculty must respond accordingly. This article addresses this need by exploring the educational needs, concerns, and beliefs regarding geography teaching of newly admitted undergraduate preservice geography teachers at a single university in Czechia (n = 75). Using an entry survey of two open-ended questions, we used interpretative phenomenological analysis to identify four groups of geography teacher education students with different concerns and expectations regarding initial teacher education (ITE). The findings show that beginner geography teacher education students represent an intrinsically distinct and difficult-to-read cohort. Some students were confident and close-minded, whereas others were reflective and asked specific questions. Additionally, some students cared only about practical tools without considering theoretical justifications or research. Students with high levels of professional identity were also identified. We conclude that long-term individualized and career-oriented student support that reflects and respects future geography teachers’ mutually distinct disciplinary identities is necessary.
Czech name
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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/GA23-05562S" target="_blank" >GA23-05562S: Who teaches future geography teachers? Social representations of teachers and teaching in initial teacher education</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Annals of the American Association of Geographers
ISSN
2469-4452
e-ISSN
2469-4460
Volume of the periodical
114
Issue of the periodical within the volume
6
Country of publishing house
GB - UNITED KINGDOM
Number of pages
17
Pages from-to
1251-1267
UT code for WoS article
001247686500001
EID of the result in the Scopus database
2-s2.0-85195808882