Czech secondary pre-service teachers’ conceptions of geography

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Czech secondary pre-service teachers’ conceptions of geography

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Czech secondary pre-service teachers’ conceptions of geography

Popis výsledku anglicky

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.

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

<a href="/cs/project/GA18-08315S" target="_blank" >GA18-08315S: Pojetí geografie a geografického vzdělávání: pohled učitelů</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název periodika

Journal of Geography in Higher Education

ISSN

0309-8265

e-ISSN

1466-1845

Svazek periodika

44

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

16

Strana od-do

458-473

Kód UT WoS článku

000506337500001

EID výsledku v databázi Scopus

2-s2.0-85078624252