Professional development of geography teachers: a review

J 2025

Professional development of geography teachers: a review

KOSTOVÁ, Gabriela a Petr KNECHT

Základní údaje

Originální název

Professional development of geography teachers: a review

Autoři

KOSTOVÁ, Gabriela a Petr KNECHT

Vydání

International Research in Geographical and Environmental Education, ABINGDON, ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2025, 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: 3.100 v roce 2024

Označené pro přenos do RIV

Organizační jednotka

Pedagogická fakulta

Klíčová slova anglicky

Effective teacher training activities; geography education; in-service teacher training; quality criteria; teacher professional development; TPD

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 13. 1. 2026 14:15, Mgr. Daniela Marcollová

Anotace

V originále

Numerous reviews have synthesized empirical research on teacher professional development (TPD). Unlike initial teacher education (ITE), whose effects are debated, TPD programs serve as a key mechanism for enhancing teacher competence and instructional effectiveness. Although many studies have examined TPD in geography education, limited knowledge exists about TPD programs and the extent to which they meet established quality criteria. This systematic review analyzes 26 studies on TPD in geography education, addressing four research questions: (1) the topics covered in geography TPD courses and their design in terms of participant numbers and duration, (2) the evaluation methods used, (3) the challenges and best practices, and (4) the extent to which geography TPD courses meet established quality criteria. The review identified thematic imbalance in geography TPD, with an emphasis on GIS and environmental education. Findings reveal significant variation in course duration, participant numbers, and evaluation methods. Although most courses demonstrated positive outcomes, only two met all quality criteria such as sufficient duration, capacity for self-evaluation, iterative learning cycles, coaching and reflection. Based on these findings, we recommend that future TPD programs in geography incorporate greater alignment with research-based quality and effectiveness criteria to maximize their impact on teacher education and classroom practice.

Návaznosti

MUNI/A/1460/2023, interní kód MU

Název: Učitelé v měnících se kontextech: sociálních, technologických, vzdělávacích

Investor: Masarykova univerzita, Učitelé v měnících se kontextech: sociálních, technologických, vzdělávacích

Citovat

KOSTOVÁ, Gabriela a Petr KNECHT. Professional development of geography teachers: a review. International Research in Geographical and Environmental Education. ABINGDON: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2025, 21 s. ISSN 1038-2046. Dostupné z: https://doi.org/10.1080/10382046.2025.2538844.

@article{2511577,
   author = {Kostová, Gabriela and Knecht, Petr},
   article_location = {ABINGDON},
   doi = {https://doi.org/10.1080/10382046.2025.2538844},
   keywords = {Effective teacher training activities; geography education; in-service teacher training; quality criteria; teacher professional development; TPD},
   language = {eng},
   issn = {1038-2046},
   journal = {International Research in Geographical and Environmental Education},
   title = {Professional development of geography teachers: a review},
   url = {https://doi.org/10.1080/10382046.2025.2538844},
   year = {2025}
}

TY  - JOUR
ID  - 2511577
AU  - Kostová, Gabriela - Knecht, Petr
PY  - 2025
TI  - Professional development of geography teachers: a review
JF  - International Research in Geographical and Environmental Education
PB  - ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
SN  - 10382046
KW  - Effective teacher training activities
KW  - geography education
KW  - in-service teacher training
KW  - quality criteria
KW  - teacher professional development
KW  - TPD
UR  - https://doi.org/10.1080/10382046.2025.2538844
N2  - Numerous reviews have synthesized empirical research on teacher professional development (TPD). Unlike initial teacher education (ITE), whose effects are debated, TPD programs serve as a key mechanism for enhancing teacher competence and instructional effectiveness. Although many studies have examined TPD in geography education, limited knowledge exists about TPD programs and the extent to which they meet established quality criteria. This systematic review analyzes 26 studies on TPD in geography education, addressing four research questions: (1) the topics covered in geography TPD courses and their design in terms of participant numbers and duration, (2) the evaluation methods used, (3) the challenges and best practices, and (4) the extent to which geography TPD courses meet established quality criteria. The review identified thematic imbalance in geography TPD, with an emphasis on GIS and environmental education. Findings reveal significant variation in course duration, participant numbers, and evaluation methods. Although most courses demonstrated positive outcomes, only two met all quality criteria such as sufficient duration, capacity for self-evaluation, iterative learning cycles, coaching and reflection. Based on these findings, we recommend that future TPD programs in geography incorporate greater alignment with research-based quality and effectiveness criteria to maximize their impact on teacher education and classroom practice.
ER  -

KOSTOVÁ, Gabriela a Petr KNECHT. Professional development of geography teachers: a review. \textit{International Research in Geographical and Environmental Education}. ABINGDON: ROUTLEDGE JOURNALS, TAYLOR \&{} FRANCIS LTD, 2025, 21 s. ISSN~1038-2046. Dostupné z: https://doi.org/10.1080/10382046.2025.2538844.

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