Pre-service Geography Teachers Research Articles

Portraying the developing PCK of Dutch pre-service geography teachers

Pedagogical Content Knowledge (PCK) is used to describe the knowledge teachers use to teach a specific subject to a specific audience. Although PCK is linked to student success and motivation, relatively little is known about the PCK of geography teachers. Through a mixed methods approach, we surveyed a group of 73 Dutch pre-service teachers in their final year of geography teacher education. We used the PCK-consensus model to address both PCK-on action (teacher knowledge) and PCK-in action (teacher practice). We investigated the former through a CoRe-assignment and the latter through a quantitative survey. Teacher’s PCK-in action focussed on teacher-centred lessons with ample attention for visualisations, current events, and efforts to engage students. The results for PCK-on action confirmed the content dependency of PCK. Pre-service teachers chose different geographical topics and used different goals and strategies when teaching these topics. In this context, we also found that they experienced difficulties when teaching controversial issues. In a final step, we combined the results of both methods for 9 teachers in individual PCK portraits. These portraits show that coherence between PCK-elements and, therefore, PCK-quality is still weak for most pre-service teachers. Consequently, their fragile subject matter knowledge seems to influence their developing PCK.

Use of photovoice in pre-service geography teachers’ conceptions of geography

Use of photovoice in pre-service geography teachers’ conceptions of geography

How Do Narrative-Based Geospatial Technologies Contribute to the Teaching of Regional Geography to Preservice Geography Teachers?

This study aims to investigate the potential of narrative-based geospatial technologies (NGSTs) in the teaching of regional geography to preservice geography teachers (PGTs). Reflective journals gathered from students who took a StoryMaps-based European regional geography class were analyzed using phenomenography. The results showed that NGSTs are useful for cultivating PGTs’ understanding of and insights into regional geography studies and teaching through the integration of regional geography narratives, map layers, and multimedia technologies. These results provide meaningful insights into the education of PGTs, the practice of regional geography education, and the use of narrative-based geospatial technologies in the geography classroom.

Development of E-Module Based on Geospatial Technology to Improve TPACK Competencies of Geography Pre-Service Teacher: A Needs Analysis Review

21st-century education affected pre-service teachers to have TPACK competencies. One way to support pre-service teacher to have TPACK competencies is through teaching materials. The development of e-modules, particularly those of geospatial technology, was prompted by the poor quality of the instructional materials utilized in geography classes. Therefore, a need analysis is required before designing and developing the e-modules. This research evaluated a need analysis based on the PRISMA 2020 guidelines. This research aimed to explain the need analysis related to: 1) curriculum documents, 2) the lecturing process, 3) the availability of laboratories, and 4) the student's need for e-module based on geomorphology course. The data was collected from 186 university students who were preparing as pre-service geography teachers. The results indicated that pre-service geography teachers required e-modules to support the course and achieve TPACK competencies. The developed e-modules are expected to support in geomorphology lectures through the use of geospatial data, websites, and applications.

Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education

Despite the proliferation of research on teacher education, pre-service teachers’ pedagogical preparedness to teach their minor subjects has received little attention in the literature. Therefore, this study assessed Ghanaian pre-service geography teachers’ pedagogical competence in their minor subjects, including political science, economics, social studies, and history. Pedagogical competence was conceptualised using three constructs adapted from the Technological Pedagogical Content Knowledge (TPACK) framework: pedagogical knowledge, pedagogical content knowledge, and technological pedagogical knowledge. Through a survey, a total of 182 pre-service geography teachers participated in the study. The empirical data obtained were analysed using descriptive statistics such as mean and standard deviation. A one-way MANOVA test was conducted to explore the differences in the pre-service teachers’ pedagogical competencies based on minor subject classifications. The results showed that the pre-service geography teachers had relatively higher pedagogical knowledge in their minor subject than pedagogical content and technological pedagogical knowledge. Minor subject classifications significantly affected pedagogical knowledge, with higher scores reported among the economics minor group. The implications of the findings for teacher education curricula, in addition to the need for pre-service teachers to read pedagogy-related courses in their minor subjects, are discussed.

Preservice Geography Teachers’ Exposure to Problem Solving and Different Teaching Styles

Problem-solving skills are often considered to be the key skills in today’s world, and their importance in geography education is widely recognized. However, empirical evidence analyzing whether and how teachers develop problem-solving skills during geography lessons is especially scarce in the context of preservice teachers. Accordingly, we conducted a questionnaire survey with 256 respondents. The survey analyzed preservice teachers’ experience with problem-solving skills and different teaching styles in their pre-college (upper secondary) geography education. The results show that preservice geography teachers prevailingly perceive that they were not exposed to problem-solving skills even passively, let alone actively developing them. The insufficient development is in line with the prevalence of teacher-centered styles. The article concludes with a discussion of possible causes and recommendations for improvement.

The Potential and Merits of Narrative-Based Virtual Fieldwork in Preservice Geography Teacher Education

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.

An Analysis of Preservice Geography Teachers' Scientific Research Self-Efficacy

An Analysis of Preservice Geography Teachers' Scientific Research Self-Efficacy

The Effect of Gender and Academic Levels Differences on Disaster Preparedness Knowledge of Pre-Service Teachers

The earthquake and tsunami experienced in Aceh created the importance of disaster preparedness. Efforts to improve disaster literacy, including knowledge of its effects, should be conducted. The aims of this study are 1) knowing the level of student’s disaster preparedness knowledge, 2) obtaining gender differences in disaster preparedness knowledge, 3) knowing the difference in academic level on disaster preparedness knowledge, 4) knowing the effect of interaction between gender and academic level on disaster preparedness knowledge. This research involved Geography pre-service teachers on STKIP Al-Washliyah. The results were quantitative data obtained from a disaster preparedness knowledge test, and data collection used multiple-choice tests. A knowledge test instrument was created and validated for data validity and reliability using a wondershare quiz generator. Data were analyzed using an index to decide the extent of knowledge on disaster preparedness. The ANCOVA approach was evaluated to examine the relationship between gender and educational degree. The results indicate that 1) the score for knowledge of disaster preparedness is 49.11, which indicates that knowledge is still in the low category, 2) there is a difference in knowledge of disaster preparedness between male and female pre-service geography teachers with a significant value of 0.004 (<0.05), 3) there is a difference in knowledge of pre-service geography teacher with different academic levels and significance value of 0.000 (<0.05), 4) when viewed from the interaction between gender and academic level, no significant relationship was found on knowledge of disaster preparedness with a score of 0.185 (p> 0.05). According to the findings, it is crucial to increase disaster preparedness knowledge in basic and advanced courses of geography education study programs. Therefore, pre-service geography teachers have good knowledge and skills in disaster preparedness. One of the steps to increase knowledge is providing teaching materials and disaster simulation programs.
 Keywords : Disaster preparedness knowledge; Pre-service teacher; Gender; Academic levels
 
 Copyright (c) 2022 Geosfera Indonesia and Department of Geography Education, University of Jember
 This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

Photovoice and pre-service geography teachers' visual sense of place

This study researched the development of pedagogical content knowledge (PCK) of pre-service geography teachers (PGTs), adopting a place-based approach. The study planned and implemented a photovoice-based semester class on visualization, happiness and sense of place. Data were collected through photographs taken by PGTs, including their narratives and reflections and analyzed through grounded theory. The geographical place where PGTs felt happiest was the first-place they lived as a child. Participants' affective feelings of place happiness appeared attached to objects that reflected mobility such as a cellular phone or a transportation means, such as bus.

Pre-Service Geography Teachers’ Professional Competencies in Education for Sustainable Development

The professional competencies pre-service geography teachers acquire in university influence their contribution to education for sustainable development (ESD) in their future school careers. We assessed pre-service geography teachers’ (n = 100) competencies and attitudes towards the official, German ESD orientation framework to determine the specific need for higher education action. The results are a high competence assessment and even higher importance assigned to the ESD-related professional competencies. In the context of ESD, pre-service teachers are most confident in their content knowledge and social and personal competencies and least confident in their pedagogical knowledge. The cross-sectional analysis shows the perceived competence level rising with the semester number and a strong positive influence of the school practice module.

Exploring the Creative Geographies of Work with Pre-Service Social Studies Teachers: Exposing intersections of time and labour in New Brunswick, Canada

What creative approaches might be harnessed to encourage social critique and action in pre-service Geography teacher education? By reflecting on an assignment in Casey’s Introduction to Teaching Geography class where pre-service teachers (including Allen) visually mapped a worker’s labour for a day on unceded and unsurrendered Wolastoqiyik territory (Fredericton, New Brunswick), we ask: What can we learn about work, labour, space, capitalism, and intersectionality by visually mapping a worker’s day and analyzing their labour? We argue that by confronting the apolitical teaching of Geography education through the example of the Mapping Labour assignment, we might attempt to disrupt the ways that European Canadian settler geographies permeate the existing curriculum and work to disrupt neoliberal assumptions about schooling, creativity, and work.

Modern Technology in Geography Education—Attitudes of Pre-Service Teachers of Geography on Modern Technology

In this study, we focus on teachers’ attitudes to compare and evaluate their ability and readiness to implement technology education in geography lessons. First, the lack of suitable measuring instruments for our intent was identified, and we thus attempted to develop the Modern Technology Attitude Index (MTAI) for remedy. An exploratory factor analysis helped to identify three distinguishable dimensions that depict areas of intimidation (INT), loss of control (LOC), and benefits and easement (BAE), with or through modern technology. The scales were then applied to German university students (n = 357). As a result, the pre-service geography teachers (n = 72) showed higher scores on the affinity scale than on the two aversion scales. Their subject-specific interest correlated negatively with intimidation and positively with the perceived benefits and easements of modern technology, while the perceived loss of control showed no significant correlation. This allows for the conclusion that the subject’s technology-related interest has an influence on cognitive and behavioral attitudes, while this is not the case for affective ones. Further, there are indications that the much-discussed gender gap in technology topics might particularly be related to people’s affective attitudes, while cognitive and behavioral dimensions seem not to be affected. Differing results in other studies on whether the gender gap still exists or not could be due to the fact that, in addition to growing social awareness and a generational change, the measuring tools used may have not yet been able to depict a sufficiently diverse range of attitudes.

Building bridges: the impact of scaffolds in PBL on the learning of South African pre-service geography teachers

ABSTRACT This study explores pre-service geography teachers’ assessment of the impact of hard and soft scaffolds used in problem-based learning on their own learning. Respondents had to complete a “Scaffolds in geography problem-based learning” instrument after the problem-based learning intervention. The respondents could also elaborate on the impact of the scaffolds on their learning in the comments section of the instrument. The results indicated that most of the respondents perceived that all the scaffolds used in the problem-based learning activities had a positive impact on their learning. The soft scaffolds were perceived to have a higher impact on their learning compared to the hard scaffolds. Most of the respondents highlighted in their comments the important impact of the facilitator and group members on their learning. In addition, they indicated the important role of the training video and workshop on problem-based learning as examples of hard scaffolds to give them a good understanding of problem-based learning. No gender differences in the respondents’ perceptions of the impact of scaffolds in problem-based intervention on their learning were reported. Respondents with high academic performance in geography rated the impact of the scaffolds on their learning to be larger compared to the lower academic performers.

The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers

The pre-service training of competent geography teachers requires searching for effective teaching methods to increase their professional competence. The study aims to determine the effectiveness of interactive teaching methods for teaching geography during the pre-service teacher training. The ideas of transactional analysis and interactionism underlay the interactive teacher training of 260 students from Kazakh universities. The survey revealed interactive teaching methods positively influence the readiness of pre-service teachers to enhance their professional competence. This research confirms the importance of using interactive teaching methods to promote students’ engagement and cooperation during the pre-service teacher training.
 
 Keywords: pre-service teacher training; professional competence; pre-service geography teacher; interactive teaching methods; methods for teaching geography;

Spatial Thinking With Comics in Geography Education

Spatial thinking is a key asset in geography education. Thus pre-service geography teachers need to be trained in spatial thinking. Since comics seem to be a good approach to teaching geography, in our study we wanted to find out about the possibilities to teach spatial thinking with comics. How do students put their spatial thinking into practice while producing their own comics? What does this mean for the learning process? We analyzed comics, which were produced by teacher students in a mid-level university seminar for the use in the geography classroom. In the analysis of the comics produced by our students we gauged their abilities to think spatially in terms of the spatial concepts developed by Wardenga. We contextualized the visual output of the comics with a survey we conducted among the participants, which we analyzed using qualitative content analysis. We found that our students had difficulties assessing the potential of comics to teach spatial thinking in a purely verbal and theoretical way. However, in their own productions they showed high levels of creativity expressing spatial concepts. Comics produced by learners offer unique opportunities for the reflection and assessment of their ways of spatial thinking.

Examining natural disaster literacy levels of pre-service geography teachers

This paper aims at determining the natural disaster literacy levels of pre-service teachers who will teach the natural geography course. The data in the present study, in which the researchers adopted a survey design conducted on 442 pre-service geography teachers (PGTs), were collected through the Natural Disasters Literacy Questionnaire. As a result, it was determined that the general natural disasters literacy of the PGTs was at a high level, but they were at a moderate level in the behavior dimension, which is one of the components of literacy. It is recommended to include subjects and practices on natural disasters in all education levels, to make all PGTs literate in natural disasters during undergraduate education, and to increase the amount of information and practices on natural disasters in the geography course with legal regulations in the dimension of curricula and textbooks.

Developing pre-service teachers’ fieldwork pedagogical and content knowledge through designing enquiry-based fieldwork

ABSTRACT Fieldwork is a signature pedagogy in geography with widely understood and diverse benefits. Yet relatively little research exists on how to prepare pre-service geography teachers to become effective fieldwork practitioners and educators. This study developed and examined the pedagogical benefits of a fieldwork education module aimed at promoting student teachers’ fieldwork pedagogical and content knowledge (FPACK) by equipping them to design their own enquiry-based geographical fieldwork tasks. Twenty-one South Korean student teachers participated in this research, in which they completed the module, a pre- and post-test FPACK test developed for the study, and a reflective journal. Participants’ scores on the FPACK test instrument showed a statistically significant increase, and thematic content analysis of the reflective journals confirmed these findings. The results indicate that the FPACK development module helped to cultivate pre-service teachers’ expertise in understanding and designing enquiry-based fieldwork. This article represents an initial attempt to define FPACK and demonstrate the pedagogical effects of the fieldwork education module in pre-service teacher education.

Hidden aspects of pre-service geography teacher education in Slovenia—vision versus reality

Educators of future teachers are constantly faced with the changing demands of modern times in providing quality school education. The process of educating pre-service teachers involves many hidden aspects that even educators of pre-service teachers themselves are often unaware of, as they are subtly hidden behind likeable professional eloquence. For decades, the pre-service geography teacher education in Slovenia has been driven by the educators’ profound belief in the significance of preparing students for their future professions, regardless of the, often hidden, obstacles that they have had to overcome. Through a qualitative pilot study among former students on the geography teacher education study programme in Slovenia, we aimed to identify strengths and weaknesses of the existing programme and suggest possible changes that could lead to its improvement.

Geography Pre-Service Teachers’ Perspectives on Multimedia Technology and Environmental Education

Multimedia technology (MT) is now widely used in primary and secondary classrooms and has excellent potential for environmental education. The discipline of Geography has strong synergies with environmental education. The paper uses the Q methodology to investigate the responses of pre-service geography teachers regarding the use of multimedia in environmental education (EE). The viewpoints of respondents were clustered into three broad perspectives relating to the use of multimedia: Perspective 1: the use of multimedia is regarded as valuable but difficult to apply; perspective 2: the use of multimedia is rewarding and practicable; perspective 3: the use of all types of multimedia is seen as highly valuable, although in the case of GIS the attitude is more equivocal. All three perspectives align with the idea that MT can improve EE, although the respondents suggest it cannot be a direct replacement for fieldwork. While all three perspectives are consistent with the view that multimedia teaching has many functional advantages in relation to environmental education, concerns are expressed regarding teachers’ capacity to fulfill its potential. The authors suggest that understanding these perspectives can help improve pre-service teacher education and advance environment education in middle school.