| KNECHT, Petr and 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, vol. 31, No 3, p. 242-260. ISSN 1038-2046. Available from: 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 and 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, vol.~31, No~3, p.~242-260. ISSN~1038-2046. Available from: https://dx.doi.org/10.1080/10382046.2021.1970967.
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