Does specialization in geography teaching determine teachers'
conceptions of geography teaching?

J 2022

Does specialization in geography teaching determine teachers' conceptions of geography teaching?

KNECHT, Petr and Michaela SPURNÁ

Basic information

Original name

Does specialization in geography teaching determine teachers' conceptions of geography teaching?

Authors

KNECHT, Petr (203 Czech Republic, guarantor, belonging to the institution) and Michaela SPURNÁ (203 Czech Republic, belonging to the institution)

Edition

International Research in Geographical and Environmental Education, London, Taylor & Francis, Routledge, 2022, 1038-2046

Other information

Language

English

Type of outcome

Article in a journal

Field of Study

50301 Education, general; including training, pedagogy, didactics [and education systems]

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

is not subject to a state or trade secret

References:

URL

Impact factor

Impact factor: 1.800

RIV identification code

RIV/00216224:14410/22:00129009

Organization unit

Faculty of Education

DOI

http://dx.doi.org/10.1080/10382046.2021.1970967

UT WoS

000705141100001

EID Scopus

2-s2.0-85116729286

Keywords in English

Geography education; teachers' conceptions; conceptions of geography

Abstract

In the original language

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.

Links

GA18-08315S, research and development project

Name: Pojetí geografie a geografického vzdělávání: pohled učitelů

Investor: Czech Science Foundation, Teachers’ Perceptions of Geography and Geography Teaching

Cite

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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   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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