Tracing the knowledge growth of beginning Geography teachers: A study of conceptual change

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.