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. doi:10.1080/03098265.2020.1712687.
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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
Original language English
Type of outcome Article in a journal
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 is not subject to a state or trade secret
WWW 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
Tags International impact, Reviewed
Changed by Changed by: doc. Mgr. Petr Knecht, Ph.D., učo 53924. Changed: 29/7/2020 09:06.
Abstract
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 projectName: Pojetí geografie a geografického vzdělávání: pohled učitelů
Investor: Czech Science Foundation, Standard Projects
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