Abstract
The purpose of this study is to analyze the potential and merits of narrative-based virtual fieldwork in preservice geography teacher education. Virtual fieldwork can effectively complement, implement, and foster fieldwork. In addition, narrative is closely related to fieldwork. To proceed with the research, this study developed a travel geography class for PGTs (primary geography teachers) that included narrative-based fieldwork assignments. This study deduced four themes to illuminate the potential of narrative-based virtual fieldwork (NVF) by using a phenomenographic analysis of the reflective journals written by the participating preservice geography teachers who completed their NVF assignments. The results of this study suggested that the NVF possibly involves the PGTs’ engagement in, procedural and contextual understanding of, and teaching knowledge of virtual fieldwork thanks to its specific characteristic of integrating narrative and virtual fieldwork. The results of this study provide concrete discussions on the potential and merits of NVF in PGTE.
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