Training Of Geography Teachers Research Articles

TEACHING GEOGRAPHY AND TEACHER EDUCATION: A HISTORY IN THE MAKING

This work is an excerpt from a final research paper on the topic of Geography education and teacher training: a history in the making. The objectives of this research were to engage in a discussion about teacher training and the challenges faced by teachers in public basic education, as well as to reflect on the particularities of Geography teacher training. It highlights the main problems encountered by Geography courses in public universities in Brazil. Methodologically, the research was developed through theoretical analysis. In order to support this work, we sought theoretical input from authors such as Nóvoa (1995), Elliot (1998), Brzenziski (2001), Barreiro and Gebran (2006), Calvacanti (2008-2011), Callai (2011-2013), and Gatti (2010-2014). Through this research, it was possible to reflect on the dilemmas faced by teachers in basic education, such as the devaluation of education as a whole, and to understand the initial training process. It also shed light on the internal conflicts within Geography courses in public universities in Brazil.

Підготовка вчителів географії в закладах вищої освіти України

Conducting tourism and local history activities is directly related to the work of geography teachers. It is the geography teachers who teach the peculiarities of spatial processes and environmental phenomena, instill in schoolchildren a sense of love and respect for their own country and its people, in particular, for their native land. Today in Ukraine, dozens of higher education institutions train future geography teachers, but not all of them have tourism and local history activities. High-quality training of geography teachers was, is and will always be relevant, because this is the field of education, and education is the basis of a successful future of the country.

Crafting cartographic competence: A methodological approach for nurturing future geography teachers

Relevance. The reform of geography education poses new challenges for pre-service geography teacher training programs, particularly in developing cartographic competencies critical for effective teaching.Purpose. The purpose of the study is to examine methods for integrating pedagogical approaches, multimedia tools, and geographic information systems (GIS) to foster cartographic skills in future geography teachers.Methodology. A multimodal approach was implemented, integrating hands-on map reading, analysis of cartographic symbology, engagement with modern technologies like GIS, and field-based activities.Results. The multimodal approach proved effective in building requisite cartographic skills in pre-service teachers. Continuous monitoring and skills upgrading were key factors in preparing teachers capable of translating curricula goals into practical classroom applications. Specific results include improved map interpretation and spatial analysis abilities, proficiency in utilizing GIS software for data visualization, enhanced understanding of cartographic design principles, and the ability to develop engaging map-based learning activities.Conclusions. Developing robust cartographic competencies in pre-service programs enables future geography teachers to leverage maps, spatial representations, and geospatial technologies as powerful pedagogical tools. The immersive, technology-driven methods reflecting contemporary best practices produced educators proficient in cartographic instruction.

THE INFLUENCE OF COMPETENCE-ORIENTED TASKS OF CARTOGRAPHIC DIRECTION ON THE QUALITY OF TEACHING GEOGRAPHY IN HIGHER EDUCATION

The article determines that geographic education, especially at the current stage of society’s development, is impossible without theoretical foundations and practical skills in working with cartographic sources, their analysis, and an integrated approach in the fields of application. It has been proven that competence-oriented tasks (COTs) in cartography and topography provide high-quality training for students of the first (bachelor’s) and second (master’s) levels of higher education. An own definition of the COTs of the cartographic direction is proposed. The issue of cartographic teaching aids development has been highlighted, and their conditions have been analyzed within future geography teacher training. The peculiarities of problem-solving method in cartography and topography for students of higher education institutions are revealed. A diagram of the advantages of the COTs of cartographic orientation over traditional tasks has been created according to their application stages. They are the following: life orientation, a motive that leads to a resolution, independence in decision-making and high cognitive complexity. The positive features of training results with the elements of COTs have been specified.
 COTs of the cartographic direction have been developed, which can be used during the mastering of the disciplines «Cartography with the Fundamental of Topography», «Methodology of Teaching Geography», and «Methodology of Teaching Geography in a Senior Specialized School» by students of higher education in Poltava V. G. Korolenko National Pedagogical University (PNPU) and Azerbaijan State Pedagogical University (ASPU). Attention is focused on the importance of the topographic map in the wartime period.

International Development of the GeoCapabilities Project as a Geography Teacher Training Program and Acceptance Process in Japan

International Development of the GeoCapabilities Project as a Geography Teacher Training Program and Acceptance Process in Japan

Challenges in GIS practice in Geography teacher training during COVID 19 pandemic: Students' perspective from private Islamic university in Indonesia

During the COVID 19 pandemic, a vast number of universities need to limit their face-to-face teaching activities, including laboratory access. For Geography education students, this situation forced them to use Geographic Information System (GIS) as a major skill set in a virtual learning model, even only with minimum infrastructures such as laptops, mobile phones, and unstable internet connections. In the current study, the perception of undergraduate students from the Geography teaching program at Universitas Muhammadiyah Purwokerto, Central Java, Indonesia, about the effectiveness and readiness of online learning platforms as the impact of the global pandemic were examined. The results showed that students were relatively satisfied and motivated in GIS online learning modules, although classical learning was still preferable. Nevertheless, some students were facing electricity and unstable internet connectivity issues. Finally, in the future, distance learning for GIS teaching programs should be integrated at the national level with sufficient infrastructure support, including supporting training on developing modules and evaluation to increase the student learning experience.

METHODOLOGICAL APPROACHES TO THE FORMATION OF FUTURE GEOGRAPHY TEACHER’S LOCAL HISTORY COMPETENCE

The article describes the methodological approaches to the formation of the local linguistic competence of the future geography teacher in the course of local history tourism. Methodological approaches to the formation of the local linguistic competence of the future geography teacher in the process of local and tourist work, such as activity, system, personal, technological, are determined. Generally, methodological approaches to the formation of local lore play a role to the development of students' positive motivation in professional activity, cognitive abilities, ability to quickly and easily enrich their knowledge through the conscious use of information flows related to current issues and knowledge in the orientation of the educational process. Formation of local lore should be aimed at mastering students’ personal traits that ensure personality-oriented and harmonious development. It is noted that fundamentally new approaches to the political, economic and social progress of the state, insufficient development of local lore and tourism as an effective means of personality formation, acquaintance with the natural and urban environment make the necessity of significant changes in the future geography teachers' professional training. All this actualizes new approaches to vocational training, and in particular, the future geography teacher in the field of tourism. In the course of the conducted research, we have concluded that methodological approaches of formation of local lore competence in the process of future geography teacher's training are one of the main components for scientific substantiation of effective vocational training.

THEORETICAL ASPECTS OF A GEOGRAPHY TEACHER’S POLYCULTURAL COMPETENCE FORMATION

Taking into account that a modern school is a place where representatives of different nations with unique national cultures, customs, psychological structures, and mentality study together, the paper emphasizes the polyethnic nature of education. It explains the importance of problems related to overcoming certain features and difficulties inherent in the relationship of participants in the educational process. These problems are due to the influence of behavioral stereotypes that are inherent in modern society.
 In the current conditions, the task of forming a culture of moral relations, which are based on national and universal values, becomes especially relevant in schools with multinational students. 
 The problem of the peaceful coexistence of different peoples, cultures, and states is a necessary condition for the development of human civilization. The solution to this problem is impossible without the usage of new scientific approaches and concepts. The process of forming a free personality that is ready to live in an open multicultural space becomes especially relevant. In view of this, the task of vocational education is not limited to the formation of the necessary knowledge, skills, and abilities, but is to organize multicultural future geography teacher training and the formation of multicultural competence as a necessary and integrated personality trait. Therefore, the important tasks of modern education are the formation of multicultural competence, which, according to the Recommendations of the Council of Europe, are considered the basis of life in a modern globalized, pluralistic society. The concept of multicultural competence in the research of Ukrainian scientists is analyzed and the author’s definition of «multicultural competence» is formed in the article. The main aspects of multicultural competence are highlighted. These are knowledge, skills, and abilities. Various views of scientists on the structure of multicultural competence are studied. Based on these studies, the following components are identified, i.e., motivational, cognitive, activity, and practical. An example of multicultural competence formation through the study of geographical disciplines and the integrated course «Multicultural Geography» in higher education institutions is given. Prospects for further research in this area are highlighted.

Evaluation of story maps by future geography teachers

ABSTRACT The paper presents pedagogic experiment focused on teaching future geography teachers to work with story maps with the use of three applications (Knight Lab StoryMapJS, Esri ArcGIS StoryMaps, and Google Tour Builder). The experiment was carried out by questionnaire form at two Slovak universities. The respondents were students of the geography teacher training program, whose task was to select and learn one of the mentioned applications to create a story map. The statistical analysis of the research results confirmed that the choice of the application by the students was influenced by their previous experience with the applications; it was not difficult for students to develop a story map using the selected applications even though they did not have enough experience about the selected applications before the experiment; and students would make more use of story maps than other applications in their educational practice.

Geomorfologia e feições ilustradas: contribuições para a formação docente

Constantemente há necessidade de utilização de recursos didáticos não-convencionais e de metodologias ativas no processo de formação de professores. Diante disso e associado com o campo de atuação e de possibilidades de interpretação, a Geografia possibilita aos acadêmicos/alunos conhecer e experienciar distintos fatos e fenômenos em escalas temporal e espacial. Assim, o presente estudo tem como objetivo contribuir com a discussão em torno do ensino de Geomorfologia (nos cursos de formação de professores de Geografia) pautado na criatividade materializada em desenhos que proporcionam um entendimento da caracterização geomorfológica e dos processos atuantes em áreas do Piauí e Ceará (Brasil). Cabe ressaltar que a produção dos desenhos foi subsidiada pela realização de duas atividades de campo, correspondendo às disciplinas de Geomorfologia e Geomorfologia do Quaternário. Ao longo das atividades e da produção dos desenhos, a utilização de elementos como linha, volume, luz, sombra, cor, textura e escala contribuiu para a tomada de conhecimento da percepção e de como os alunos enxergavam determinado processo, ancorados pela discussão teórica anterior. Com base nisso, a tríade apresentada, conhecimento científico - prática docente -criatividade (visão dos alunos), possibilitou que os desenhos atingissem função importante junto aos processos e significados expressos, bem como no despertar para a prática professoral.

Training of Geography Teachers for Secondary Schools at University in Uganda: An Analysis of Gulu University Teacher Trainees’ Teaching Practice.

The changes in learner characteristics and the learning environment in the twenty first century calls for adjustments in teacher training to meet the needs of the contemporary learners. This study analyses training of geography teachers at Gulu University with the view of assessing the application of contemporary geography teaching methodologies for the twenty first century learners. Time- series data were collected from teacher trainees’ lesson plans used during school practice running for three consecutive years of 2016, 2017, and 2018. Teaching methods as well as types of instructional materials were extracted from eighty one lessons taught by teacher trainees in thirty six schools in both rural and urban Uganda. Using SPSS 16.0 software, data was analysed to generate frequencies, counts and cross-tabulations. Findings reveal that question and answer method was the most used while guided discovery was the least used, followed by demonstration. Fieldwork and project methods were not used at all. It was also found out that in 12% of all the lessons, there was no use of instructional materials in the teaching/learning process. The study recommends that the curriculum structure of future geography teacher trainees be improved to factor in contemporary teaching styles which use modern teaching equipment relevant to the current generation of technology and learners, and the training of lecturers who mentor geography teacher trainees at universities be institutionalized.

Professional training of future teachers of geography in the process of field practice

The article describes the importance of field practice as one of the important components of the training of future geography teachers. Attention is paid to the fact that during the practice of practice, students consolidate the knowledge, skills and abilities obtained in lectures, labs and practical classes, master the new methods of knowledge of natural processes, become acquainted with the problems of rational nature management and outline possible ways of their solution.The relevance of field practice in geography is substantiated during which students – future specialists are preparing for independent geographic research and systematic use of local lore materials in their pedagogical activities.It is noted that the full implementation of competence, activity and personality oriented approaches involves active interaction between students and the teacher (interactive) training, the widespread use of competence-oriented tasks, problem-solving materials, research and research training, student projects. The realization of such tasks in the preparation of future teachers of geography is carried out both theoretically and directly during field practice.It has been determined that field practice in geographic disciplines is an integral and extremely important component of the training of geography teachers. Field practice is considered as a direct continuation of classroom activities and is closely related to them.The main tasks of field practice in geography are the consolidation of theoretical knowledge, practical skills and skills acquired during lecture courses, in laboratory and other types of classroom studies, mastering the methods of field-study studies (collection of actual material, its systematization, synthesis and preparation of scientific reports); expansion of theoretical concepts and practical skills as a basis for the study of the following physical-geographical, economic-geographical and methodological disciplines; development of students of geographic thinking, ability to identify and analyze causal relationships between various natural phenomena and processes, components of nature, natural and economic activity.

The development of geography teacher training curriculum at Thai Nguyen university of education in Vietnam to meet the requirements in the new context

The development of higher education curriculum plays an important role in ensuring the quality of human resource training to meet the requirements of socio-economic development. Curriculum development at Thai Nguyen University of Education in Vietnam, especially the Geography teacher training curriculum, which is regularly reviewed and changed to respond the needs of the labor market and fit in the new context nowadays.

Cartographical Knowledge and Training of Geography Teachers

Abstract. This article raises a few discussion topics concerning the cartographical learning for children and young adults as well as the training of Geography teachers in Brazil. It's necessary to clarify that one can't assing to teachers the full responsibility for the problems that the school and the cartography teaching are facing. We agree with Souza and Katuta (2001), who affirm there is a relevant and complex group of political, social and economic elements that can help explaining the educational situation Brazil is facing, especially in public schools. However, these elements end up being concealed along the education process. Therefore, we will present only the part of the scenario that includes the practices of Geography teachers, since they are responsible for forming the future generation of map-readers and producers. When dealing with the subject of teaching the teachers, we researched the literature that covers the teaching of Geography and Cartography at school and we applied it to national scope and to our own experience as teachers and researchers.

Os projetos pedagógicos dos cursos de formação de professores de Geografia após a aprovação das Diretrizes Curriculares Nacionais

Objetiva-se analisar a formação de professores de Geografia em diferentes Instituições de Ensino Superior (IES) no Brasil, avaliando as alterações ocorridas na formação inicial no período de 2002 a 2012 em função das Diretrizes Curriculares Nacionais (DCN’s). Trata-se de uma pesquisa coletiva desenvolvida no âmbito do Núcleo de Ensino e Pesquisa em Educação Geográfica (NEPEG), que agrega pesquisadores de diferentes IES brasileiras. A problemática da formação de professores de Geografia no âmbito das DCN’s envolve o contexto político da educação brasileira; o cenário de sua implantação; e os impactos já percebidos na formação de professores de Geografia em função dessas DCN’s. Apresentar-se-á nesse artigo a primeira etapa da pesquisa, qual seja, a análise dos projetos pedagógicos das instituições envolvidas, para conhecer a relação do projeto com as DCNs; a concepção do estágio e da prática como componente curricular; a relação teoria e prática; a posição e a carga horária das disciplinas pedagógicas, destacando as convergências e divergências quanto ao embate entre legislação e projeto pedagógico.
 Palavras-chave: Diretrizes Curriculares Nacionais; Projetos Pedagógicos; Formação de Professores em Geografia; Brasil.

Effects of Initial Teacher Training Reform in England on Subject Teacher Training: Example of Geography Teacher Training

本稿は，イギリスの教員養成改革の実態と課題を教科教員養成，とりわけ地理を事例に報告する．イギリスでは改革により教員養成ルートが分列化し，養成ルートの中心が大学主導型から学校現場主導型に転換した．その結果，教員養成から撤退する大学の発生，教員養成機関としての大学と学校との競合関係の発生，教員養成内容の汎用化・一般化などが問題化している．日本の教員養成改革では，イギリスの教員養成改革がしばしば参照されているが，教科の専門的力量の形成の観点からは，これら問題の発生は看過すべきではない．

Kompetencje nauczyciela geografii w świetle reformy systemu edukacji... – potrzeba czy konieczność, czego powinniśmy się nauczyć, aby nowocześnie uczyć?

W związku z podjętą gruntowną reformą systemu edukacji w Polsce należy zwrócić uwagę nie tylko na nowe propozycje programów nauczania geografii w szkole podstawowej i liceum, ale dokonać próby weryfikacji kompetencji nauczycieli w zakresie wprowadzania tych zmian. Konieczna wydaje się zatem analiza i ocena wykształcenia wybranych kompetencji nauczycieli geografii oraz analiza możliwości wykształcenia dodatkowych kompetencji nauczycieli, wynikających z założeń nowej podstawy programowej, a mogących przyczynić się do nowoczesnego i efektywnego kształcenia uczniów, co jest zresztą głównym celem niniejszego opracowania. Warto rozważyć dostępne formy dokształcania nauczycieli geografii i poddać je swoistej ocenie i refleksji.

Specifics of Geography Teacher Training at the Faculty of Natural Sciences Constantine the Philosopher University in Nitra

The Slovak education is currently experiencing a turbulent period associated with ongoing efforts to reform the education system, under-funding of education with low teacher salaries, overworked and feminized teaching staff, low social status of a teacher in society, problems in the creation and distribution of current textbooks, insufficient interest in studying natural sciences, leaving of young people to study abroad, etc. This situation is also reflected in the training of future teachers including the geography teachers (in combination with other subjects). The aim of this study is to provide basic information on the development of future geography teacher education in Nitra, which has almost a 60-year tradition. Moreover, it characterizes the current state of this education in the context of the subject field didactics and pedagogical practice and identifies the challenges of their future preparation. Methods of text analysis, information comparison, and statistical processing of quantitative information were used in this study. Key findings include the dynamics of the number of graduates from geography teaching study programs, responding to the situation in education system and demographic decline in the population, and reduction of contact lessons at the university leading to a reduction in the professional and didactic extent of knowledge and skills of future teachers. The most important conclusions or recommendations as well as scientific contribution concern the necessity to change the attitude of teachers towards the practically oriented teaching with stronger emphasis on training students’ creativity not only through ICT, but also using creative and critical thinking strategies.

IMPLEMENTASI KURIKULUM 2013 PADA MATA PELAJARAN GEOGRAFI DI SMA NEGERI 4 WATAMPONE

This study aims to find out: 1) To find out how the 2013 curriculum implementation on Geography subjects at SMA 4 Watampone, 2) To find out what barriers teachers face in implementing the 2013 curriculum in 4 watampone public high schools, 3) For find out what efforts are made by the teacher to overcome obstacles in the implementation of the 2013 Curriculum on geographic subjects at SMA 4 Watapone. Data collection uses interviews, documentation and observation. The results of the study show that: 1). Implementation is the implementation or application carried out by a teacher in creating and growing various activities in accordance with the plans that have been programmed to achieve previously determined. The implementation of the 2013 curriculum at Watampone 4 Public High School has been running but it is still not in accordance with the standard set by the government, because in implementing the 2013 curriculum. Judging from the standard learning process that uses a scientific approach and learning processes that apply 5 M have not run properly, and are seen again from the existing facilities in the school, it is not yet complete in accordance with the requirements of the government that has been fixed, right. 2). Obstacles or constraints faced by teachers in the process of implementing the 2013 curriculum on Geogarfi subjects at SMA 4 Watampone namely the completeness of learning tools consisting of learning implementation plans (RPP), teaching material materials, student worksheets (LKPD), learning media , evaluation and assessment of facilities and infrastructure. 3). Teachers' Efforts to Overcome Obstacles in the Implementation of the 2013 Curriculum on Geography Learning in Watampone 4 High School, namely 1) Geography teachers are involved directly in 2013 curriculum development. 2) Evaluation of KTSP as the previous curriculum is needed. 3) Material adjustment geography in the 2013 curriculum.4) More intensifying geography teacher training in the implementation of the 2013 curriculum.5) Balanced geographic learning between theory and field learning, 6) Changing the mindset to the 2013 Curriculum mindset.7) Striving for school principals to be more attentive and motivating teachers, 9) improving facilities and infrastructure, 10) Making the best use of reference book resources, 11) Motivating oneself to be more enthusiastic, 12) Improving socialization of relations between fellow teachers, 13) Following socialization and training related to 2013 Curriculum is more active. etc.

CONTRIBUIÇÕES DAS DIVERSAS LINGUAGENS AO ENSINO DE GEOGRAFIA NA ESCOLA BÁSICA

Este artigo pretende contribuir com o debate proposto pelo “III Encontro Regional de Práticas Ensino de Geografia (EREPEG): retrospectivas e perspectivas curriculares para o ensino de Geografia” com a discussão realizada na mesa-redonda intitulada “Ensino de Geografia: práticas e experiências curriculares”. Este trabalho corresponde a questões iniciais de uma pesquisa de doutorado em Geografia, no Programa de Pós-Graduação em Geografia da UFPB, iniciada em 2016, que tem como enfoque a contribuição do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) para a formação inicial de professores de Geografia. Além disso, procuramos refletir acerca da construção identitária do projeto de juventudes com esses pibidianos no desenvolvimento de sua profissionalização para o magistério. Para tanto, objetivamos discutir em que medida o PIBID contribui com a formação inicial dos professores de Geografia considerando a construção dos seus saberes docentes: conhecimentos de geografia, pedagógicos-didáticos e experienciais na consolidação da práxis pedagógica (NÓVOA, 2009; TARDIF, 2010; PIMENTA, 2012). Consequentemente, temos como pressuposto que a consolidação e defesa da profissão do magistério são constituídas em diferentes espaços: desde o escolar, onde se desenvolvem os subprojetos do PIBID, até nas manifestações de cunho virtual e presencial em defesa desta política pública. Cada um deles pode auxiliar na constituição da identidade do “ser jovem”, “ser pibidiano” e “ser professor”.