Geography curriculum fidelity in map-skills development: Examining teachers’ personal concepts, lesson objectives, and observed lessons

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F23%3A10470297" target="_blank" >RIV/00216208:11310/23:10470297 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=C7OmDJ9ZF7" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=C7OmDJ9ZF7</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.37040/geografie.2023.016" target="_blank" >10.37040/geografie.2023.016</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Geography curriculum fidelity in map-skills development: Examining teachers’ personal concepts, lesson objectives, and observed lessons

Popis výsledku v původním jazyce

Quality education requires teachers to approach the curriculum systematically. Systematicity in education can be viewed from different perspectives. One of these is fidelity across the different levels of the curriculum: planned, implemented, and acquired. The basic premise is that what has been planned should be implemented and mastered. Therefore, transitions between different levels of the curriculum should not trigger unintentional changes in objectives, contents, and so forth. Thus, this study aims to examine curriculum fidelity and systematicity, specifically, the links between the planned and the implemented curriculum, in one specific segment of geography education: map skills. To this end, a combination of observations and recordings of model lessons and interviews was used to research 20 lower secondary school teachers and their lessons. The results suggest little systematicity in the development of map skills, that is, only weak fidelity between the planned and implemented curriculum. Particularly, a fundamental problem was observed in setting the learning objectives of a concrete lesson.

Název v anglickém jazyce

Geography curriculum fidelity in map-skills development: Examining teachers’ personal concepts, lesson objectives, and observed lessons

Popis výsledku anglicky

Quality education requires teachers to approach the curriculum systematically. Systematicity in education can be viewed from different perspectives. One of these is fidelity across the different levels of the curriculum: planned, implemented, and acquired. The basic premise is that what has been planned should be implemented and mastered. Therefore, transitions between different levels of the curriculum should not trigger unintentional changes in objectives, contents, and so forth. Thus, this study aims to examine curriculum fidelity and systematicity, specifically, the links between the planned and the implemented curriculum, in one specific segment of geography education: map skills. To this end, a combination of observations and recordings of model lessons and interviews was used to research 20 lower secondary school teachers and their lessons. The results suggest little systematicity in the development of map skills, that is, only weak fidelity between the planned and implemented curriculum. Particularly, a fundamental problem was observed in setting the learning objectives of a concrete lesson.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Geografie: Sborník České geografické společnosti

ISSN

1212-0014

e-ISSN

2571-421X

Svazek periodika

128

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

22

Strana od-do

397-418

Kód UT WoS článku

001125204300002

EID výsledku v databázi Scopus

2-s2.0-85179328555