Czech Secondary Pre-Service Teachers' Conceptions of Geography

Autor/inn/en	Knecht, Petr; Spurná, Michaela; Svobodová, Hana
Titel	Czech Secondary Pre-Service Teachers' Conceptions of Geography
Quelle	In: Journal of Geography in Higher Education, 44 (2020) 3, S.458-473 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knecht, Petr) ORCID (Spurná, Michaela) ORCID (Svobodová, Hana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2020.1712687
Schlagwörter	Foreign Countries; Preservice Teachers; Secondary School Teachers; Knowledge Level; Knowledge Base for Teaching; Geography; Geography Instruction; Czech Republic + Suchen Sie Ihr Suchwort? Ausland; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Geografie; Geography education; Geography lessons; Geografieunterricht; Tschechische Republik
Abstract	The status of geography as a separate school subject in Czechia is being increasingly questioned as pupils' interest in it is declining. Pre-service teachers (i.e. teacher trainees at universities) are key players in recontextualizing geography education in the future. Therefore, understanding pre-service teachers' conceptions of geography and its teaching are crucial. This article reports on the results of a survey of Czech secondary pre-service teachers' conceptions regarding geography and its teaching. Our contribution to the literature extends existing knowledge by using a latent class analysis providing deep insight into the conceptions of geography and its teaching. The survey was conducted among a group of 114 secondary pre-service geography teachers studying at five universities in Czechia. A classification of conceptions of geography and its teaching developed by Simon Catling served as an analytical framework. The findings indicate that a majority of Czech pre-service geography teachers had a descriptive, information-oriented, and non-relational conception of geography and its teaching. The research results showed two homogenous groups of pre-service geography teachers: knowledge-oriented essentialists and learner-centred progressivists. This paper concludes by suggesting implications for pre-service geography teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01