Teachers’ Perceived Limits to GIS Use in Schools and Implications for Teacher Training

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F25%3A10503391" target="_blank" >RIV/00216208:11310/25:10503391 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=6T0sZkwgVj" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=6T0sZkwgVj</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/00221341.2025.2558718" target="_blank" >10.1080/00221341.2025.2558718</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Teachers’ Perceived Limits to GIS Use in Schools and Implications for Teacher Training

Popis výsledku v původním jazyce

The integration of digital technologies in education presents challenges for teachers, particularly in utilizing advanced tools like Geographic Information Systems (GIS). This study surveyed 41 preservice and in-service teachers to identify perceived limits in GIS integration, using Q-methodology. The limits related to lack of time for GIS teaching - including lesson length and number, class size, student training, and regular GIS use - were perceived as the most restrictive in geography lessons. The analysis revealed four different perception groups of teachers. Findings highlight the need for targeted support in teacher education, emphasizing university training and continuous professional development.

Název v anglickém jazyce

Teachers’ Perceived Limits to GIS Use in Schools and Implications for Teacher Training

Popis výsledku anglicky

The integration of digital technologies in education presents challenges for teachers, particularly in utilizing advanced tools like Geographic Information Systems (GIS). This study surveyed 41 preservice and in-service teachers to identify perceived limits in GIS integration, using Q-methodology. The limits related to lack of time for GIS teaching - including lesson length and number, class size, student training, and regular GIS use - were perceived as the most restrictive in geography lessons. The analysis revealed four different perception groups of teachers. Findings highlight the need for targeted support in teacher education, emphasizing university training and continuous professional development.

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

2025

Kód důvěrnosti údajů

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

Název periodika

Journal of Geography

ISSN

0022-1341

e-ISSN

1752-6868

Svazek periodika

124

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

19

Strana od-do

127-145

Kód UT WoS článku

001579098500001

EID výsledku v databázi Scopus

2-s2.0-105017031985