2024
Studying Geography Teaching: First-Year Undergraduate Students’ Concerns and Expectations
SPURNÁ, Michaela, Petr KNECHT a Eduard HOFMANNZákladní údaje
Originální název
Studying Geography Teaching: First-Year Undergraduate Students’ Concerns and Expectations
Název anglicky
Studying Geography Teaching: First-Year Undergraduate Students’ Concerns and Expectations
Autoři
Vydání
Annals of the American Association of Geographers, United States, ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2024, 2469-4452
Další údaje
Jazyk
čeština
Typ výsledku
Článek v odborném periodiku
Obor
50300 5.3 Education
Stát vydavatele
Česká republika
Utajení
není předmětem státního či obchodního tajemství
Odkazy
Impakt faktor
Impact factor: 3.900 v roce 2022
Organizační jednotka
Pedagogická fakulta
UT WoS
WO:S00124768650
Klíčová slova anglicky
geography teachinggeography undergraduatesinitial teacher educationpreservice teachersteacher training
Příznaky
Mezinárodní význam, Recenzováno
Změněno: 5. 9. 2024 14:48, doc. Mgr. Petr Knecht, Ph.D.
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.
Anglicky
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 |
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