Czech secondary pre-service teachers’ conceptions of geography

J 2020

Czech secondary pre-service teachers’ conceptions of geography

KNECHT, Petr, Michaela SPURNÁ and Hana SVOBODOVÁ

Basic information

Original name

Czech secondary pre-service teachers’ conceptions of geography

Authors

KNECHT, Petr (203 Czech Republic, guarantor, belonging to the institution), Michaela SPURNÁ (203 Czech Republic, belonging to the institution) and Hana SVOBODOVÁ (203 Czech Republic, belonging to the institution)

Edition

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

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

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

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

Impact factor

Impact factor: 2.458

RIV identification code

RIV/00216224:14410/20:00114039

Organization unit

Faculty of Education

DOI

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

UT WoS

000506337500001

Keywords in English

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

Abstract

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.

Links

GA18-08315S, research and development project

Name: Pojetí geografie a geografického vzdělávání: pohled učitelů

Investor: Czech Science Foundation, Teachers’ Perceptions of Geography and Geography Teaching

Citovat

KNECHT, Petr, Michaela SPURNÁ and Hana SVOBODOVÁ. Czech secondary pre-service teachers’ conceptions of geography. Journal of Geography in Higher Education. 2020, vol. 44, No 3, p. 458-473. ISSN 0309-8265. Available from: https://dx.doi.org/10.1080/03098265.2020.1712687.

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   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
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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 and Hana SVOBODOVÁ. Czech secondary pre-service teachers’ conceptions of geography. \textit{Journal of Geography in Higher Education}. 2020, vol.~44, No~3, p.~458-473. ISSN~0309-8265. Available from: https://dx.doi.org/10.1080/03098265.2020.1712687.

Detailed Information on Publication Record