KNECHT, Petr a Michaela SPURNÁ. Does specialization in geography teaching determine teachers' conceptions of geography teaching? International Research in Geographical and Environmental Education. London: Taylor & Francis, Routledge, 2022, roč. 31, č. 3, s. 242-260. ISSN 1038-2046. Dostupné z: https://dx.doi.org/10.1080/10382046.2021.1970967. |
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@article{1799003, author = {Knecht, Petr and Spurná, Michaela}, article_location = {London}, article_number = {3}, doi = {http://dx.doi.org/10.1080/10382046.2021.1970967}, keywords = {Geography education; teachers' conceptions; conceptions of geography}, language = {eng}, issn = {1038-2046}, journal = {International Research in Geographical and Environmental Education}, title = {Does specialization in geography teaching determine teachers' conceptions of geography teaching?}, url = {https://www.tandfonline.com/doi/full/10.1080/10382046.2021.1970967?src=}, volume = {31}, year = {2022} }
TY - JOUR ID - 1799003 AU - Knecht, Petr - Spurná, Michaela PY - 2022 TI - Does specialization in geography teaching determine teachers' conceptions of geography teaching? JF - International Research in Geographical and Environmental Education VL - 31 IS - 3 SP - 242-260 EP - 242-260 PB - Taylor & Francis, Routledge SN - 10382046 KW - Geography education KW - teachers' conceptions KW - conceptions of geography UR - https://www.tandfonline.com/doi/full/10.1080/10382046.2021.1970967?src= N2 - Many countries worldwide consider the demand for lowering the qualification level of teachers as a possible solution to the long-term lack of qualified teachers, aging teaching staff, and high teacher drop-out rate. In Czechia, geography is increasingly being taught by non-specialist teachers; therefore, we compared specialized and non-specialized geography teachers' teaching conceptions. Drawing on previous robust qualitative research, we developed a questionnaire measuring teachers' conceptions of geography teaching and surveyed Czech lower secondary in-service geography teachers (n = 530). Path analysis revealed that specialized geography teachers report longer and stronger relationships between the conceptions that may represent a wider range of geographies available to students. Non-specialized teachers demonstrated only a narrow and limited epistemological awareness of the subject. Our research serves as evidence supporting the inevitability of teachers' specialization in the discipline. ER -
KNECHT, Petr a Michaela SPURNÁ. Does specialization in geography teaching determine teachers' conceptions of geography teaching? \textit{International Research in Geographical and Environmental Education}. London: Taylor \&{} Francis, Routledge, 2022, roč.~31, č.~3, s.~242-260. ISSN~1038-2046. Dostupné z: https://dx.doi.org/10.1080/10382046.2021.1970967.
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