Geographical concepts chessboard: a framework for developing geographical thinking in teacher education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F25%3A00144492" target="_blank" >RIV/00216224:14410/25:00144492 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/61988987:17450/25:A2603BL4 RIV/46747885:24510/25:00013735

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/00167487.2025.2558438" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/00167487.2025.2558438</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/00167487.2025.2558438" target="_blank" >10.1080/00167487.2025.2558438</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Geographical concepts chessboard: a framework for developing geographical thinking in teacher education

Popis výsledku v původním jazyce

The development of geographical thinking is complicated by the fragmentation of its definitions and the absence of a clear, guiding framework that enables its wider implementation in classroom practice. This study examines the implementation of geographical thinking in initial teacher education (ITE). Geographical thinking promotes a deeper understanding of complex issues in the contemporary world and the development of higher intellectual abilities by linking the content and procedural levels of geography education. This study was inspired by the Geographical Association's A Framework for the School Geography Curriculum (2022), which structures geographical thinking using key and organisational concepts such as place, space, environment and Earth systems. We describe how we develop geographical thinking in geography trainee teachers through questions that link different geographical concepts. We conclude by presenting a 'chessboard of concepts' as a practical example of shaping geographical thinking in ITE and school practice.

Název v anglickém jazyce

Geographical concepts chessboard: a framework for developing geographical thinking in teacher education

Popis výsledku anglicky

The development of geographical thinking is complicated by the fragmentation of its definitions and the absence of a clear, guiding framework that enables its wider implementation in classroom practice. This study examines the implementation of geographical thinking in initial teacher education (ITE). Geographical thinking promotes a deeper understanding of complex issues in the contemporary world and the development of higher intellectual abilities by linking the content and procedural levels of geography education. This study was inspired by the Geographical Association's A Framework for the School Geography Curriculum (2022), which structures geographical thinking using key and organisational concepts such as place, space, environment and Earth systems. We describe how we develop geographical thinking in geography trainee teachers through questions that link different geographical concepts. We conclude by presenting a 'chessboard of concepts' as a practical example of shaping geographical thinking in ITE and school practice.

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/GA23-05562S" target="_blank" >GA23-05562S: Kdo vzdělává budoucí učitele geografie? Sociální reprezentace učitelů a učitelství v učitelské přípravě</a><br>

Návaznosti

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

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

GEOGRAPHY

ISSN

0016-7487

e-ISSN

2043-6564

Svazek periodika

110

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

9

Strana od-do

128-136

Kód UT WoS článku

001578470700001

EID výsledku v databázi Scopus

2-s2.0-105017016828