Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/11046
Title: Tracing the knowledge growth of beginning Geography teachers: A study of conceptual change
Contributor(s): Reitano, Paul  (author)
Publication Date: 2007
Handle Link: https://hdl.handle.net/1959.11/11046
Abstract: The paper reports on an investigation of eight preservice teachers who studied a nine-week unit of secondary Geography in their 4th (and final) year of education studies. The focus of the study was to look at participants' conceptions of effective Geography teaching, over a period of time, that is, a study of conceptual change. Participants constructed concept maps in their first and last tutorial of the course. A number of studies have shown that concept mapping is an effective method for assessing conceptual change. It is regarded as particularly useful for those researchers who seek an insight into how teachers construct their concepts. By comparing successive concept maps as the teacher develops mastery of the domain, researchers can see how knowledge is structured in the course of the acquisition. Importantly, concept maps can provide teacher education students with valuable feedback on their knowledge, and show both the extent and organization of students' knowledge. Whilst results of the study indicate a broad growth in students' conceptual understanding of effective Geography teaching, a number of concepts were generic to effective teaching. The paper also highlights the importance of modelling concept map construction before students attempt their own, and for the need for students to inform themselves and others in class through analysis of their maps in class.
Publication Type: Conference Publication
Conference Name: Redesigning Pedagogy: Culture, Knowledge and Understanding Conference, Singapore, 28th - 30th May, 2007
Conference Details: Redesigning Pedagogy: Culture, Knowledge and Understanding Conference, Singapore, 28th - 30th May, 2007
Source of Publication: Proceedings of the Redesigning Pedagogy: Culture, Knowledge and Understanding Conference, p. 1-20
Publisher: Centre for Research in Pedagogy and Practice (CRPP)
Place of Publication: online
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
Socio-Economic Outcome Codes: 930299 Teaching and Instruction not elsewhere classified
HERDC Category Description: E2 Non-Refereed Scholarly Conference Publication
Other Links: http://conference.nie.edu.sg/2007/paper/html/HUM083.html
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