Preservice Geography Teachers’ Exposure to Problem Solving and Different Teaching Styles

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F46747885%3A24510%2F23%3A00011184" target="_blank" >RIV/46747885:24510/23:00011184 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11310/23:10465303

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/00221341.2023.2220114" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/00221341.2023.2220114</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/00221341.2023.2220114" target="_blank" >10.1080/00221341.2023.2220114</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Preservice Geography Teachers’ Exposure to Problem Solving and Different Teaching Styles

Popis výsledku v původním jazyce

Článek v impaktovaném recenzovaném časopise na WoS: Problem-solving skills are often considered to be the key skills in today’s world, and their importance in geography education is widely recognized. However, empirical evidence analyzing whether and how teachers develop problem-solving skills during geography lessons is especially scarce in the context of preservice teachers. Accordingly, we conducted a questionnaire survey with 256 respondents. The survey analyzed preservice teachers’ experience with problem-solving skills and different teaching styles in their pre-college (upper secondary) geography education. The results show that preservice geography teachers prevailingly perceive that they were not exposed to problem-solving skills even passively, let alone actively developing them. The insufficient development is in line with the prevalence of teacher-centered styles. The article concludes with a discussion of possible causes and recommendations for improvement.

Název v anglickém jazyce

Preservice Geography Teachers’ Exposure to Problem Solving and Different Teaching Styles

Popis výsledku anglicky

Článek v impaktovaném recenzovaném časopise na WoS: Problem-solving skills are often considered to be the key skills in today’s world, and their importance in geography education is widely recognized. However, empirical evidence analyzing whether and how teachers develop problem-solving skills during geography lessons is especially scarce in the context of preservice teachers. Accordingly, we conducted a questionnaire survey with 256 respondents. The survey analyzed preservice teachers’ experience with problem-solving skills and different teaching styles in their pre-college (upper secondary) geography education. The results show that preservice geography teachers prevailingly perceive that they were not exposed to problem-solving skills even passively, let alone actively developing them. The insufficient development is in line with the prevalence of teacher-centered styles. The article concludes with a discussion of possible causes and recommendations for improvement.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50701 - Cultural and economic geography

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

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

—

Svazek periodika

122

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

11

Strana od-do

66-76

Kód UT WoS článku

001005914800001

EID výsledku v databázi Scopus

2-s2.0-85161907103