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@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 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.
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