ERIC Number: EJ1182134
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-1341
EISSN: N/A
Toward a Typology of Changes in Primary Teachers' Awareness of Geography Based on Receiving Graduate Education
Journal of Geography, v117 n5 p216-228 2018
This study illuminates the effects of graduate education on primary teachers' awareness of geography. Data were collected through interviews with twenty-one teachers who held M.A. or Ph.D. degrees in geography and analyzed using Straussian-grounded theory. The participants were categorized into four types. Many teachers (type A) showed meaningful refinement in their awareness of geography, and some of them (type B and C) identified themselves as experts in primary geography. However, a few participants (type D) showed only marginal development of their geographic knowledge. These results suggest the potential for improvements to graduate education in primary geography and for primary teachers.
Descriptors: Elementary School Teachers, Geography Instruction, Pedagogical Content Knowledge, Graduate Students, Classification, Grounded Theory, Geography, Interviews, Masters Degrees, Doctoral Degrees, Specialists, Teacher Attitudes, Teacher Education, Foreign Countries, Qualitative Research
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A