Czech secondary pre-service teachers’ conceptions of geography

J 2020

Czech secondary pre-service teachers’ conceptions of geography

KNECHT, Petr, Michaela SPURNÁ a Hana SVOBODOVÁ

Základní údaje

Originální název

Czech secondary pre-service teachers’ conceptions of geography

Autoři

KNECHT, Petr (203 Česká republika, garant, domácí), Michaela SPURNÁ (203 Česká republika, domácí) a Hana SVOBODOVÁ (203 Česká republika, domácí)

Vydání

Journal of Geography in Higher Education, 2020, 0309-8265

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 2.458

Kód RIV

RIV/00216224:14410/20:00114039

Organizační jednotka

Pedagogická fakulta

DOI

http://dx.doi.org/10.1080/03098265.2020.1712687

UT WoS

000506337500001

Klíčová slova anglicky

Geography education; subject conceptions; pre-service teachers; teacher education

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 29. 7. 2020 09:06, doc. Mgr. Petr Knecht, Ph.D.

Anotace

V originále

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.

Návaznosti

GA18-08315S, projekt VaV

Název: Pojetí geografie a geografického vzdělávání: pohled učitelů

Investor: Grantová agentura ČR, Pojetí geografie a geografického vzdělávání: pohled učitelů

Citovat

KNECHT, Petr, Michaela SPURNÁ a Hana SVOBODOVÁ. Czech secondary pre-service teachers’ conceptions of geography. Journal of Geography in Higher Education. 2020, roč. 44, č. 3, s. 458-473. ISSN 0309-8265. Dostupné z: https://dx.doi.org/10.1080/03098265.2020.1712687.

@article{1611899,
   author = {Knecht, Petr and Spurná, Michaela and Svobodová, Hana},
   article_number = {3},
   doi = {http://dx.doi.org/10.1080/03098265.2020.1712687},
   keywords = {Geography education; subject conceptions; pre-service teachers; teacher education},
   language = {eng},
   issn = {0309-8265},
   journal = {Journal of Geography in Higher Education},
   title = {Czech secondary pre-service teachers’ conceptions of geography},
   url = {https://www.tandfonline.com/doi/full/10.1080/03098265.2020.1712687},
   volume = {44},
   year = {2020}
}

TY  - JOUR
ID  - 1611899
AU  - Knecht, Petr - Spurná, Michaela - Svobodová, Hana
PY  - 2020
TI  - Czech secondary pre-service teachers’ conceptions of geography
JF  - Journal of Geography in Higher Education
VL  - 44
IS  - 3
SP  - 458-473
EP  - 458-473
SN  - 03098265
KW  - Geography education
KW  - subject conceptions
KW  - pre-service teachers
KW  - teacher education
UR  - https://www.tandfonline.com/doi/full/10.1080/03098265.2020.1712687
L2  - https://www.tandfonline.com/doi/full/10.1080/03098265.2020.1712687
N2  - 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.
ER  -

KNECHT, Petr, Michaela SPURNÁ a Hana SVOBODOVÁ. Czech secondary pre-service teachers’ conceptions of geography. \textit{Journal of Geography in Higher Education}. 2020, roč.~44, č.~3, s.~458-473. ISSN~0309-8265. Dostupné z: https://dx.doi.org/10.1080/03098265.2020.1712687.

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