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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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
Original 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
WWW 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
Keywords in English Geography education; teachers' conceptions; conceptions of geography
Tags International impact, Reviewed
Changed by Changed by: Mgr. et Mgr. Michaela Spurná, Ph.D., učo 322688. Changed: 10/7/2023 13:53.
Abstract
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 projectName: Pojetí geografie a geografického vzdělávání: pohled učitelů
Investor: Czech Science Foundation, Teachers’ Perceptions of Geography and Geography Teaching
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