Defining Primary Geography from Teachers' Expertise: What Chilean Teachers Mean by Geography

Autor/inn/en	Salinas-Silva, Victor; Perez-Gallardo, Patricio; Arenas-Martija, Andoni
Titel	Defining Primary Geography from Teachers' Expertise: What Chilean Teachers Mean by Geography
Quelle	In: Review of International Geographical Education Online, 5 (2015) 2, S.166-184 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0353
Schlagwörter	Geography; Geography Instruction; Elementary School Teachers; Expertise; Foreign Countries; Personal Narratives; Rural Schools; Inservice Teacher Education; Teaching Methods; Preservice Teacher Education; Qualitative Research; Content Analysis; Structured Interviews; Chile + Suchen Sie Ihr Suchwort? Geografie; Geography education; Geography lessons; Geografieunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Expert appraisal; Ausland; Erlebniserzählung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerfortbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Qualitative Forschung; Inhaltsanalyse
Abstract	This article examines teachers' subject expertise in a context where geography could be considered a neglected school subject. Using an empirical approach to the problem, the article aims to provide a view on the dynamics of teaching primary geography in Chile, through considering teachers' narratives on curriculum making and their associated conceptualisations of the discipline. 21 rural educators were interviewed about geography education to gain a general view of primary geography in the country. Findings reveal the need to understand how teachers conceive of and accommodate geographical knowledge. Even though there is a recognised chain of pressures regarding curriculum changes and deficient initial teacher training, geography as a school subject is still in place because of teachers' practices. Recognising their dynamics will shed light on how to make geography sustainable as a school subject in the future. (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