Does specialization in geography teaching determine teachers' conceptions of geography teaching?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F22%3A00129009" target="_blank" >RIV/00216224:14410/22:00129009 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/10382046.2021.1970967?src=" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/10382046.2021.1970967?src=</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/10382046.2021.1970967" target="_blank" >10.1080/10382046.2021.1970967</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Does specialization in geography teaching determine teachers' conceptions of geography teaching?

Popis výsledku v původním jazyce

Many countries worldwide consider the demand for lowering the qualification level of teachers as a possible solution to the long-term lack of qualified teachers, aging teaching staff, and high teacher drop-out rate. In Czechia, geography is increasingly being taught by non-specialist teachers; therefore, we compared specialized and non-specialized geography teachers' teaching conceptions. Drawing on previous robust qualitative research, we developed a questionnaire measuring teachers' conceptions of geography teaching and surveyed Czech lower secondary in-service geography teachers (n = 530). Path analysis revealed that specialized geography teachers report longer and stronger relationships between the conceptions that may represent a wider range of geographies available to students. Non-specialized teachers demonstrated only a narrow and limited epistemological awareness of the subject. Our research serves as evidence supporting the inevitability of teachers' specialization in the discipline.

Název v anglickém jazyce

Does specialization in geography teaching determine teachers' conceptions of geography teaching?

Popis výsledku anglicky

Many countries worldwide consider the demand for lowering the qualification level of teachers as a possible solution to the long-term lack of qualified teachers, aging teaching staff, and high teacher drop-out rate. In Czechia, geography is increasingly being taught by non-specialist teachers; therefore, we compared specialized and non-specialized geography teachers' teaching conceptions. Drawing on previous robust qualitative research, we developed a questionnaire measuring teachers' conceptions of geography teaching and surveyed Czech lower secondary in-service geography teachers (n = 530). Path analysis revealed that specialized geography teachers report longer and stronger relationships between the conceptions that may represent a wider range of geographies available to students. Non-specialized teachers demonstrated only a narrow and limited epistemological awareness of the subject. Our research serves as evidence supporting the inevitability of teachers' specialization in the discipline.

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

2022

Kód důvěrnosti údajů

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

Název periodika

International Research in Geographical and Environmental Education

ISSN

1038-2046

e-ISSN

1747-7611

Svazek periodika

31

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

19

Strana od-do

242-260

Kód UT WoS článku

000705141100001

EID výsledku v databázi Scopus

2-s2.0-85116729286