Studying Geography Teaching: First-Year Undergraduate Students’
Concerns and Expectations

J 2024

Studying Geography Teaching: First-Year Undergraduate Students’ Concerns and Expectations

SPURNÁ, Michaela; Petr KNECHT a Eduard HOFMANN

Základní údaje

Originální název

Studying Geography Teaching: First-Year Undergraduate Students’ Concerns and Expectations

Autoři

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

Vydání

Annals of the American Association of Geographers, England, ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2024, 2469-4452

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: 3.200 v roce 2023

Kód RIV

RIV/00216224:14410/24:00139508

Organizační jednotka

Pedagogická fakulta

DOI

http://dx.doi.org/10.1080/24694452.2024.2350994

UT WoS

001247686500001

EID Scopus

2-s2.0-85195808882

Klíčová slova anglicky

geography teaching; geography undergraduates; initial teacher education; preservice teachers; teacher training

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 30. 1. 2025 12:47, Mgr. Daniela Marcollová

Anotace

V originále

This article represents a new focus on how we can make student teachers’ images more explicit and voiced in teacher training in geography. The expectations and values of the generations of students entering teacher education constantly change, and undergraduate curricula and faculty must respond accordingly. This article addresses this need by exploring the educational needs, concerns, and beliefs regarding geography teaching of newly admitted undergraduate preservice geography teachers at a single university in Czechia (n = 75). Using an entry survey of two open-ended questions, we used interpretative phenomenological analysis to identify four groups of geography teacher education students with different concerns and expectations regarding initial teacher education (ITE). The findings show that beginner geography teacher education students represent an intrinsically distinct and difficult-to-read cohort. Some students were confident and close-minded, whereas others were reflective and asked specific questions. Additionally, some students cared only about practical tools without considering theoretical justifications or research. Students with high levels of professional identity were also identified. We conclude that long-term individualized and career-oriented student support that reflects and respects future geography teachers’ mutually distinct disciplinary identities is necessary.

Návaznosti

GA23-05562S, projekt VaV

Název: Kdo vzdělává budoucí učitele geografie? Sociální reprezentace učitelů a učitelství v učitelské přípravě

Investor: Grantová agentura ČR, Kdo vzdělává budoucí učitele geografie? Sociální reprezentace učitelů a učitelství v učitelské přípravě

Citovat

SPURNÁ, Michaela; Petr KNECHT a Eduard HOFMANN. Studying Geography Teaching: First-Year Undergraduate Students’ Concerns and Expectations. Annals of the American Association of Geographers. England: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2024, roč. 114, č. 6, s. 1251-1267. ISSN 2469-4452. Dostupné z: https://dx.doi.org/10.1080/24694452.2024.2350994.

@article{2429383,
   author = {Spurná, Michaela and Knecht, Petr and Hofmann, Eduard},
   article_location = {England},
   article_number = {6},
   doi = {http://dx.doi.org/10.1080/24694452.2024.2350994},
   keywords = {geography teaching; geography undergraduates; initial teacher education; preservice teachers; teacher training},
   language = {eng},
   issn = {2469-4452},
   journal = {Annals of the American Association of Geographers},
   title = {Studying Geography Teaching: First-Year Undergraduate Students’ Concerns and Expectations},
   url = {https://www.tandfonline.com/doi/full/10.1080/24694452.2024.2350994},
   volume = {114},
   year = {2024}
}

TY  - JOUR
ID  - 2429383
AU  - Spurná, Michaela - Knecht, Petr - Hofmann, Eduard
PY  - 2024
TI  - Studying Geography Teaching: First-Year Undergraduate Students’ Concerns and Expectations
JF  - Annals of the American Association of Geographers
VL  - 114
IS  - 6
SP  - 1251-1267
EP  - 1251-1267
PB  - ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
SN  - 24694452
KW  - geography teaching
KW  - geography undergraduates
KW  - initial teacher education
KW  - preservice teachers
KW  - teacher training
UR  - https://www.tandfonline.com/doi/full/10.1080/24694452.2024.2350994
N2  - This article represents a new focus on how we can make student teachers’ images more explicit and voiced in teacher training in geography. The expectations and values of the generations of students entering teacher education constantly change, and undergraduate curricula and faculty must respond accordingly. This article addresses this need by exploring the educational needs, concerns, and beliefs regarding geography teaching of newly admitted undergraduate preservice geography teachers at a single university in Czechia (n = 75). Using an entry survey of two open-ended questions, we used interpretative phenomenological analysis to identify four groups of geography teacher education students with different concerns and expectations regarding initial teacher education (ITE). The findings show that beginner geography teacher education students represent an intrinsically distinct and difficult-to-read cohort. Some students were confident and close-minded, whereas others were reflective and asked specific questions. Additionally, some students cared only about practical tools without considering theoretical justifications or research. Students with high levels of professional identity were also identified. We conclude that long-term individualized and career-oriented student support that reflects and respects future geography teachers’ mutually distinct disciplinary identities is necessary.
ER  -

SPURNÁ, Michaela; Petr KNECHT a Eduard HOFMANN. Studying Geography Teaching: First-Year Undergraduate Students’ Concerns and Expectations. \textit{Annals of the American Association of Geographers}. England: ROUTLEDGE JOURNALS, TAYLOR \&{} FRANCIS LTD, 2024, roč.~114, č.~6, s.~1251-1267. ISSN~2469-4452. Dostupné z: https://dx.doi.org/10.1080/24694452.2024.2350994.

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