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

Autor/in	Lee, Dong-min
Titel	A Phenomenological Approach to Understanding the Meaning and Characteristics of Primary Geography Teacher-Researcher Identities
Quelle	In: Journal of Geography, 120 (2021) 4, S.131-139 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2021.1924836
Schlagwörter	Geography Instruction; Elementary School Teachers; Teacher Researchers; Educational Research; Educational Innovation; Professional Identity; Role Perception; Teacher Competencies; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerforschung; Bildungsforschung; Pädagogische Forschung; Instructional innovation; Bildungsinnovation; Role conception; Rollenverständnis; Lehrkunst; Ausland; Korea; Republik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01