A Typological Analysis of South Korean Primary Teachers' Awareness of Primary Geography Education

Lee, Dong-Min

doi:10.1080/00221341.2017.1313302

Cited by 9 publications

(4 citation statements)

References 21 publications

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“…Výzkumy ukazují, že image a popularita geografie také souvisí s tím, jak učitel jedná ve výuce a jaké cíle geografického vzdělávání považuje za důležité (Martin 2000;Kubiatko, Janko, Mrázková 2012;Jan Bent, Bakx, den Brok 2014). Podobu výuky geografie ovlivňují především geografické znalosti učitelů, jejich předchozí zkušenosti z výuky geografie na základní, střední a vysoké škole a také jejich osobní hodnoty a preference (Brooks 2010(Brooks , 2016Puttick 2016;Lee 2018aLee , 2018b.…”

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The perspectives of geography, and geography teaching, in secondary pre-service teachers in Czechia

2020

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The position of geography in Czechia at all levels of education has been declining. In order to improve this situation, it is necessary to innovate university pre-service teachers’ training. It is necessary, however, to first examine Czech pre-service geography teachers’ perspectives of geography as a discipline – and their perspectives of geography teaching. The analytical framework of the study is based on Simon Catling’s typology of geography perspectives. The survey was conducted with 183 pre-service geography teachers at nine geography departments in eight Czech universities. In the questionnaire survey the respondents ranked seven statements belonging to the perspectives of geography as a discipline and to geography teaching. In general, the most commonly held perspectives of geography as a discipline were “Interactionist”, “Earthist”, and “Globalist”. The “Globalist” perspective predominantly concerns perspectives of geography teaching. Research findings are used to formulate recommendations for the remedy of the image of geography.

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The perspectives of geography, and geography teaching, in secondary pre-service teachers in Czechia

2020

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“…This study focuses on Geography teachers' Geography awareness since the central characteristic and logic of Geography is a spatial discipline required for systematic, authentic, and scientific Geography learning (Lee, 2018(Lee, , 2019. A deep Geography awareness aids teachers in preparing and independently observing the location, distribution, and correlation between Geography features.…”

Section: Introductionmentioning

confidence: 99%

“…A deep Geography awareness aids teachers in preparing and independently observing the location, distribution, and correlation between Geography features. However, studies have reported low Geography awareness of Geography teachers in East Java and other areas of Indonesia (Lee, 2018;Purwanto, Utaya, Handoyo, & Bachri, 2020). This low Geography awareness of teachers can be observed from Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktik dalam Bidang Pendidikan dan Ilmu Geografi 27(2), 2022, 206-218 their specific geographical observation and learning methods.…”

Section: Introductionmentioning

confidence: 99%

“…The formulation and cultivation of Geography awareness by Geography teachers are essential since they transform Geography learning to be more modern. Geography awareness can present optimum functions that aid teachers in motivating students to develop their geographical observation, spatial thinking, and geographical citizenship (Jo & Bednarz, 2014;Lee, 2018Lee, , 2019. As pioneer of changes, Geography teachers should comprehend the advancement of learning technologies following the principles of Geography learning.…”

Section: Introductionmentioning

confidence: 99%

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ArcGIS story maps in improving teachers’ Geography awareness

Purwanto

Astuti

Hartono

et al. 2022

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The purpose of this study is to examine the use of story maps in increasing sustainable Geography awareness among Geography teachers. The advent of story maps has altered the current Geography education in the digital era. ArcGIS story maps are a type of user-friendly geospatial technology renewal. This story map is believed capable of helping students learn Geography more independently, transforming Geography education. This belief should be reinforced by implementing story maps on their own Geography teachers, who have low Geography literacy rates in general. This action research involved 67 Geography teachers who were members of the East Java Geography Teacher Working Group, with various backgrounds, ages, and teaching experiences. Learning is implemented using blended learning and the in-on-in model. With blended project-based learning, this research was conducted to solve problems related to high school teachers' low Geography awareness. To identify the effects of the treatment, the obtained data were analyzed using a different test with paired t-test. The findings showed that story maps could increase long-term geographic awareness, illustrated by the obtained significant level of more than 0.05. This success is influenced by teachers' knowledge and experience with geospatial technology, as well as their age. Although the ability to create story projects is limited, the use of story maps provides a meaningful experience for teachers to think, reason, and act geographically.

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The Potential and Reality of Postgraduate Education in Geography for Improving Primary Geography Teachers’ Professionalism: A Focus on South Korea

Lee

2022

Geography Teacher Education and Professionalization

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A Typological Analysis of South Korean Primary Teachers' Awareness of Primary Geography Education

Cited by 9 publications

References 21 publications

The perspectives of geography, and geography teaching, in secondary pre-service teachers in Czechia

The perspectives of geography, and geography teaching, in secondary pre-service teachers in Czechia

ArcGIS story maps in improving teachers’ Geography awareness

The Potential and Reality of Postgraduate Education in Geography for Improving Primary Geography Teachers’ Professionalism: A Focus on South Korea

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