Pre-service geography teachers? conceptual understanding of contours on maps: implications for teacher training in cartography

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13440%2F24%3A43898579" target="_blank" >RIV/44555601:13440/24:43898579 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/03098265.2024.2410759" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/03098265.2024.2410759</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/03098265.2024.2410759" target="_blank" >10.1080/03098265.2024.2410759</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Pre-service geography teachers? conceptual understanding of contours on maps: implications for teacher training in cartography

Popis výsledku v původním jazyce

Developing young people?s understanding of geography concepts requires teachers who have detailed, structured, interconnected, and accurate conceptual knowledge and understanding. Accordingly, this study focuses on pre-service geography teachers? understanding of the exemplar concept of contours on maps and discusses its implications for teacher training programmes. Data collected using a two-tier conceptual test and a questionnaire in a sample of 127 pre-service geography teachers indicated that pre-service teachers should not be perceived as a homogenous group with identical conceptual understandings and educational needs. The results highlighted the necessity to differentiate between pre-service teachers not only based on their conceptual understanding but also on the non-cognitive dimensions of concepts. Four types of pre-service teachers were identified based on success and certainty rates: successful-certain (SC), successful-uncertain (SU), failing-uncertain (FU) and failing-certain (FC). Both SU and FU types were characterised by low confidence in their related skills and a negative relationship to the concept of contours. The non-cognitive dimension manifested in opposite ways in SC and FC types. The specific educational approach required by each type is discussed, and implications for further research are presented.

Název v anglickém jazyce

Pre-service geography teachers? conceptual understanding of contours on maps: implications for teacher training in cartography

Popis výsledku anglicky

Developing young people?s understanding of geography concepts requires teachers who have detailed, structured, interconnected, and accurate conceptual knowledge and understanding. Accordingly, this study focuses on pre-service geography teachers? understanding of the exemplar concept of contours on maps and discusses its implications for teacher training programmes. Data collected using a two-tier conceptual test and a questionnaire in a sample of 127 pre-service geography teachers indicated that pre-service teachers should not be perceived as a homogenous group with identical conceptual understandings and educational needs. The results highlighted the necessity to differentiate between pre-service teachers not only based on their conceptual understanding but also on the non-cognitive dimensions of concepts. Four types of pre-service teachers were identified based on success and certainty rates: successful-certain (SC), successful-uncertain (SU), failing-uncertain (FU) and failing-certain (FC). Both SU and FU types were characterised by low confidence in their related skills and a negative relationship to the concept of contours. The non-cognitive dimension manifested in opposite ways in SC and FC types. The specific educational approach required by each type is discussed, and implications for further research are presented.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

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

2024

Číslo periodika v rámci svazku

"necislovano"

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

19

Strana od-do

1-19

Kód UT WoS článku

001327459500001

EID výsledku v databázi Scopus

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