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@article{1670642,
author = {Spurná, Michaela and Knecht, Petr and Svobodová, Hana},
article_number = {2},
doi = {http://dx.doi.org/10.1080/10382046.2020.1789807},
keywords = {Catling’s typology; curriculum; geography education; perspectives on geography; primary geography; secondary geography},
language = {eng},
issn = {1038-2046},
journal = {International Research in Geographical and Environmental Education},
title = {Perspectives on geography education in the Czech National Curriculum},
url = {https://www.tandfonline.com/doi/full/10.1080/10382046.2020.1789807},
volume = {30},
year = {2021}
}
TY - JOUR
ID - 1670642
AU - Spurná, Michaela - Knecht, Petr - Svobodová, Hana
PY - 2021
TI - Perspectives on geography education in the Czech National Curriculum
JF - International Research in Geographical and Environmental Education
VL - 30
IS - 2
SP - 164-180
EP - 164-180
PB - Taylor & Francis
SN - 10382046
KW - Catling’s typology
KW - curriculum
KW - geography education
KW - perspectives on geography
KW - primary geography
KW - secondary geography
UR - https://www.tandfonline.com/doi/full/10.1080/10382046.2020.1789807
N2 - The geography curriculum at primary and secondary schools in Czechia is undergoing a revision. This study aims to identify aspects of the current curriculum that may assist in the formulation of recommendations in the revised curriculum. We use a deductive content analysis approach based on Catling’s typology of perspectives on geography education. This typology follows in the tradition of geographical thought and describes, for example, the following categories: Globalist, Earthist, Interactionist, Placeist, and Environmentalist. The findings show inconsistencies and misalignment between the stipulated objectives of geography education and the attainment of targets in the analyzed documents. The Czech geography curriculum exhibits (a) frequent occurrences of the Globalist perspective at secondary-level schools, which emphasizes a simple and non-relational approach to teaching; (b) low congruence between the perspectives stipulated in the curriculum at individual school levels; and (c) low congruence between the perspectives stipulated in the objectives of geography education and in the expected outcomes for individual school levels. Our results attempt to provide implications for the implementation of a new national geography curriculum in Czechia.
ER -
SPURNÁ, Michaela, Petr KNECHT and Hana SVOBODOVÁ. Perspectives on geography education in the Czech National Curriculum. \textit{International Research in Geographical and Environmental Education}. Taylor \&{} Francis, 2021, vol.~30, No~2, p.~164-180. ISSN~1038-2046. Available from: https://dx.doi.org/10.1080/10382046.2020.1789807.
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