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 a Michaela SPURNÁ

Základní údaje

Originální název

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

Autoři

KNECHT, Petr (203 Česká republika, garant, domácí) a Michaela SPURNÁ (203 Česká republika, domácí)

Vydání

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

Další údaje

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

Odkazy

URL

Impakt faktor

Impact factor: 1.800

Kód RIV

RIV/00216224:14410/22:00129009

Organizační jednotka

Pedagogická fakulta

DOI

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

UT WoS

000705141100001

Klíčová slova anglicky

Geography education; teachers' conceptions; conceptions of geography

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 10. 7. 2023 13:53, Mgr. et Mgr. Michaela Spurná, Ph.D.

Anotace

V originále

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.

Návaznosti

GA18-08315S, projekt VaV

Název: Pojetí geografie a geografického vzdělávání: pohled učitelů

Investor: Grantová agentura ČR, Pojetí geografie a geografického vzdělávání: pohled učitelů

Citovat

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.

@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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