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

Autor/in	Lee, Dong-min
Titel	A Typological Analysis of South Korean Primary Teachers' Awareness of Primary Geography Education
Quelle	In: Journal of Geography, 117 (2018) 2, S.75-87 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Dong-min)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2017.1313302
Schlagwörter	Foreign Countries; Geography; Geography Instruction; Elementary School Teachers; Spatial Ability; Thinking Skills; Grounded Theory; Interviews; Preservice Teacher Education; Preservice Teachers; Inservice Teacher Education; Qualitative Research; Knowledge Base for Teaching; South Korea + Suchen Sie Ihr Suchwort? Ausland; Geografie; Geography education; Geography lessons; Geografieunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Räumliches Vorstellungsvermögen; Denkfähigkeit; Interviewing; Interviewtechnik; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Qualitative Forschung; Teaching theory; Theory of teaching; Unterrichtstheorie; Korea; Republik
Abstract	This study illuminates primary teachers' awareness of geography education. Data were collected through interviews with twenty-one teachers and analyzed using Straussian-grounded theory. A total of 210 concepts were categorized into twenty-two categories. The participants were categorized into three types. Many participating teachers (type 1 and 2) were clearly aware of the core characteristics of geography, and some of them recognized themselves as primary geography specialists (type 1). However, a few teachers (type 3) seemed unaware of the value of geography. These results suggest the necessity of primary-teacher training to improve primary teachers' awareness of geography education. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01