Does specialization in geography teaching determine teachers' conceptions of geography teaching?. Issue 3 (3rd July 2022)

• Record Type: Journal Article
• Authors: Knecht, Petr; Spurná, Michaela
• Is Part Of: International research in geographical and environmental education. Volume 31:Issue 3(2022)
• Page Start: 242
• Page End: 260
• Publication Date: 2022-07-03
• Subjects: Geography education -- teachers' conceptions -- conceptions of geography; Environmental education -- Periodicals; Geography -- Study and teaching -- Periodicals; 333.707
• DOI: 10.1080/10382046.2021.1970967
• Languages: English
• ISSNs: 1038-2046

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.