从现象学角度理解小学地理教师-研究者身份的意义与特征

IF 2.6 3区地球科学 Q1 GEOGRAPHY

Journal of Geography Pub Date : 2021-05-12 DOI:10.1080/00221341.2021.1924836

Dong-min Lee

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引用次数: 1

摘要

摘要本研究旨在根据van Manen的观点，用现象学的方法解释小学地理教师-研究者身份的意义。四个新兴主题解释了PGTRIs的意义和特征。参与调查的小学地理教师研究人员形成了作为小学地理教育研究实践者的特殊身份。基于他们对地理教育研究的渴望和对小学地理教育中存在问题的认识，他们的目标是在小学地理教育和小学课堂嵌入式地理教育研究方面进行创新，并将小学课堂与学术世界联系起来。研究结果为研究和教育对pgtr及其身份的意义提供了深入的理解。

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A Phenomenological Approach to Understanding the Meaning and Characteristics of Primary Geography Teacher-Researcher Identities

Abstract This study aimed to interpret the meaning of primary geography teacher-researcher identities (PGTRIs) using phenomenology according to van Manen. Four emerging themes explained the meaning and characteristics of PGTRIs. The participating primary geography teacher-researchers (PGTRs) developed particular identities as practitioner agents of primary geography education research. Based on their aspirations for geography education research and their awareness of the problems in primary geography education, the PGTRs aimed to innovate in primary geography education and primary classroom-embedded geography education research and to connect primary classrooms with the academic world. The results provide an in-depth understanding of the meaning of research and education for PGTRs and their identities.

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来源期刊

Journal of Geography GEOGRAPHY-

CiteScore

4.90

自引率

6.50%

发文量

期刊介绍： Journal of Geography is the journal of the National Council for Geographic Education. The Journal of Geography provides a forum to present innovative approaches to geography research, teaching, and learning. The Journal publishes articles on the results of research, instructional approaches, and book reviews.