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

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Research in Geographical and Environmental Education Pub Date : 2021-10-08 DOI:10.1080/10382046.2021.1970967

Petr Knecht, Michaela Spurná

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引用次数: 2

Abstract

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.

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地理教学的专业化是否决定了教师的地理教学观念?

摘要世界上许多国家认为，降低教师资格水平的需求是解决长期缺乏合格教师、教师队伍老龄化和教师辍学率高的可能办法。在捷克，地理课越来越多地由非专业教师教授；因此，我们比较了地理专业教师和非专业教师的教学观念。在以往稳健的定性研究的基础上，我们编制了一份测量教师地理教学观念的问卷，并对捷克初中在职地理教师进行了调查（n = 530）。路径分析显示，专业地理教师报告的概念之间的关系更长、更强，这些概念可能代表学生可以获得的更广泛的地理知识。非专业教师对这门学科的认识论认识有限。我们的研究证明了教师专业化的必然性。

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来源期刊

International Research in Geographical and Environmental Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

33.30%

发文量

期刊介绍： International Research in Geographical & Environmental Education publishes quality research studies within the context of geographical and environmental education. The journal endeavours to promote international interest and dissemination of research in the field, provides a forum for critique, and demonstrates the relevance of research studies to good professional practice.