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.
Další formáty:   BibTeX LaTeX RIS
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
Originální 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
WWW 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
Změnil Změnil: doc. Mgr. Petr Knecht, Ph.D., učo 53924. Změněno: 29. 7. 2020 09:06.
Anotace
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 VaVNázev: Pojetí geografie a geografického vzdělávání: pohled učitelů
Investor: Grantová agentura ČR, Pojetí geografie a geografického vzdělávání: pohled učitelů
VytisknoutZobrazeno: 18. 5. 2024 11:50