Types of student teachers between theory and practice in the subject of geography: reconstructing orientations using the example of a seminar on experiments

Fögele, Janis; Luber, Laura; Mehren, Rainer

doi:10.1080/03098265.2019.1698524

Cited by 6 publications

(10 citation statements)

References 22 publications

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“…In this way, students can be questioned critically and encouraged to reflect upon their effect concerning geographical challenges. For this purpose, the typology offers great potential as reflective impulse and methodical tool (Fögele et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…For example, a newspaper article about the Kotti, using stigmatizing or strong language, could be used intentionally. Since a newspaper article initially does not contain the students' stereotypes, this can also reduce the risk of not allowing reflexive processes as a measure of self-protection (Fögele et al, 2019). In addition, the collectivity of such stereotypes, that is stereotypes occurring not because individuals think badly, but because they are often culturally influenced (Fleischer, 2016); as well as their construction through spatial representations becomes transparent for the students.…”

Section: Preparationmentioning

confidence: 99%

“…Lines of difference that could potentially become effective for the fieldwork activity could first be noted, and their effects reflected upon in order to give students the opportunity to question power relations. In a next step, for example, and guided by reflexive impulses from the teacher, an explicit search for what contradicts the stereotypes can be made by guiding one's attention to that which does not confirm one's own perception (Fögele et al, 2019). Alternatively, a search for similarities in less emotionally charged and studentrelated areas such as family life can also be made (Fleischer, 2016).…”

Section: Preparationmentioning

confidence: 99%

“…The chapter on methods is partly based on Fögele, Luber & Mehren 2019; for further methodological explanations see alsoFögele et al, 2019. …”

mentioning

confidence: 99%

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How Do Students Experience a Deprived Urban Area in Berlin? Empirical Reconstruction of Students’ Orientations

Luber¹,

Fögele²,

Mehren³

2020

Review of International Geographical Education Online

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On the one hand, this paper describes the findings from the implementation of subject-matter teaching and learning via fieldwork in a deprived area (Kottbusser Tor) of Berlin. On the other hand, the authors focus on the explicit and implicit knowledge (which we call orientations) of the students concerning this fieldwork. In a problem-oriented approach, according to the model of a social city, students develop a concept about how to renew the deprived area of Berlin. They gain a variety of new experiences, some of which raise ethical questions. Autonomous group discussions with various school classes in the age group of 14 to 16 (n=30) were carried out after the fieldwork. The documentary method was used for data analysis which resulted in a typology of students. Concerning the orientations of the students, two excluding types of students (marginalizing type & distancing type) and two including types (integrating type & normalizing type) could be reconstructed. In addition to the benefit of the typology prese nted in this paper becoming an impulse for students to engage in self-reflection, the typology can also serve as a diagnostic tool for teachers to grasp learning conditions. Furthermore, an understanding also arises about students´ orientations to support the conceptualization of fieldwork in terms of practical handling and necessary measures for its use.

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Section: Discussionmentioning

confidence: 99%

Section: Preparationmentioning

confidence: 99%

Section: Preparationmentioning

confidence: 99%

“…The chapter on methods is partly based on Fögele, Luber & Mehren 2019; for further methodological explanations see alsoFögele et al, 2019. …”

mentioning

confidence: 99%

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How Do Students Experience a Deprived Urban Area in Berlin? Empirical Reconstruction of Students’ Orientations

Luber¹,

Fögele²,

Mehren³

2020

Review of International Geographical Education Online

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“…Jsou to především budoucí učitelé geografie, kteří by měli být ambasadory "moderního" pojetí geografie a její výuky ve školách. K tomu by mělo výraznou měrou přispět i formování jejich představ o výuce zeměpisu během jejich vysokoškolského studia (Fögele, Luber, Mehren 2020). Pokud budoucí učitel zeměpisu vyjde ze studia na univerzitě s představou, že hlavní podstatou výuky zeměpisu je poskytnout žákům velké množství informací k zapamatování, existuje velká pravděpodobnost, že stejným způsobem bude prezentovat zeměpisné učivo také svým žákům (Preston 2014).…”

Section: úVodunclassified

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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Prospective Teacher’s Beliefs Towards Experimenting in Geography Class: Development and Piloting of a Questionnaire

Velling

Schubert

Naujoks-Schober

2022

ZfDN

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ZusammenfassungDem Experimentieren im Geographieunterricht werden insbesondere vor dem Hintergrund einer naturwissenschaftlichen Grundbildung große didaktische Potenziale zugeschrieben und geographische Bildungsstandards und Lehrpläne sehen den Einsatz von Experimenten vor. Zugleich liegen Hinweise darauf vor, dass Experimente nur relativ selten im Geographieunterricht eingesetzt werden. Vor diesem Hintergrund rücken die Lehrpersonen in den Fokus, da diese mit ihren subjektiven Überzeugungen (Beliefs) als Teil professioneller Handlungskompetenz einen entscheidenden Faktor für den tatsächlichen Einsatz von Experimenten im Unterricht darstellen. Bislang fehlen jedoch sowohl Erkenntnisse über die Ausprägung der Beliefs von (angehenden) Lehrpersonen zum Experimentieren im Geographieunterricht als auch entsprechende Messinstrumente. Ziel der vorliegenden Studie ist daher die Entwicklung und Pilotierung eines Fragebogens zur Erfassung der Beliefs angehender Geographielehrpersonen zum Experimentieren im Geographieunterricht. Anhand von Re-Analysen qualitativer Erhebungen sowie Literaturrecherchen wurden Themenbereiche von Beliefs zum Experimentieren im Geographieunterricht identifiziert und auf dieser Grundlage ein umfassendes Itemset entwickelt. Die psychometrische Ermittlung der zugrundeliegenden Struktur erfolgte anhand einer Gesamtstichprobe von N = 195 Studierenden des Lehramts für Geographie. Im Zuge einer explorativen Faktorenanalyse konnten fünf eindeutige Faktoren zu unterschiedlichen Aspekten von Potenzialen/Zielen, Voraussetzungen und Hindernissen beim Experimentieren im Geographieunterricht mit jeweils angemessenen bis guten Reliabilitätswerten identifiziert werden. Mit dem Fragebogen liegt ein theoretisch fundiertes Instrument zu Erhebung der Beliefs angehender Lehrpersonen zum Experimentieren im Geographieunterricht vor. Geplante weiterführende Schritte in unserem Forschungsvorhaben sowie praktische Einsatzmöglichkeiten werden diskutiert.

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Types of student teachers between theory and practice in the subject of geography: reconstructing orientations using the example of a seminar on experiments

Cited by 6 publications

References 22 publications

How Do Students Experience a Deprived Urban Area in Berlin? Empirical Reconstruction of Students’ Orientations

How Do Students Experience a Deprived Urban Area in Berlin? Empirical Reconstruction of Students’ Orientations

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

Prospective Teacher’s Beliefs Towards Experimenting in Geography Class: Development and Piloting of a Questionnaire

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