Critical Intersections of Knowledge and Pedagogy: Why the Geographic Literacy of Preservice Elementary Teachers Matter?

Autor/inn/en	Thomas-Brown, Karen; Richards, Allison
Titel	Critical Intersections of Knowledge and Pedagogy: Why the Geographic Literacy of Preservice Elementary Teachers Matter?
Quelle	In: Review of International Geographical Education Online, 5 (2015) 3, S.249-273 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0353
Schlagwörter	Geographic Concepts; Geography; Geography Instruction; Preservice Teachers; Elementary School Teachers; Spatial Ability; Thinking Skills; Preservice Teacher Education; Critical Literacy; Online Surveys; Statistical Analysis; Personal Narratives + Suchen Sie Ihr Suchwort? Geografie; Geography education; Geography lessons; Geografieunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Räumliches Vorstellungsvermögen; Denkfähigkeit; Lehramtsstudiengang; Lehrerausbildung; Kritisches Lesen; Statistische Analyse; Erlebniserzählung
Abstract	This research examines the geographic literacy of a group of preservice elementary (K-5) teachers in a mid-sized university located in America's Midwest Rust Belt. The research sought to achieve three main aims using a geographic literacy survey. The first aim was to examine the approximate geographic literacy of the participants. The second aim was to determine how comfortable the participants were with teaching geography content in the future, and the third aim was to determine the extent to which preservice teachers demonstrated the ability and willingness to adopt a critical stance to spatial thinking in the future. From the geographic literacy survey, we found that many of the preservice teachers demonstrated adequate place-based and geographic knowledge. However, many of the participants also showed some deficits in spatial thinking skills, and in the application and contextualization of geospatial knowledge beyond map-based activities. The research also found that the participants expressed an overall discomfort with teaching geography materials in the future, this indicated their inadequate mastery of key geographic literacy skills. To arrive at these findings, this research used a multi-method approach that was epistemologically framed by Kolb's Experimental Learning Theory (KELT) and Critical Literacy Theory (CL). (As Provided).
Anmerkungen	Review of International Geographical Education Online. Eskisehir Osmangazi University, Meselik Campus, Eskisehir City, 26480, Turkey. Tel: +90-222-239-37-50; Tax: +90-222-229-31-24; Web site: http://www.rigeo.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01