Turkish geography trainee teachers' perceptions of geography

This study examines Turkish geography trainee teachers' perceptions of geography as a discipline and perceptions of the aim of geographical education. This study pursues the ideas of Catling (2004) and uses his classification. The sample in the research consists of 136 geography trainees at six...

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Bibliographic Details
Published inInternational research in geographical and environmental education Vol. 18; no. 2; pp. 120 - 133
Main Author Alkis, Secil
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 01.05.2009
Routledge
Subjects
Content Analysis
Education majors
Educational Attitudes
Foreign Countries
geographical education
Geography
Geography Instruction
Geography teaching
Higher education
perception
Preservice teacher education
Preservice Teachers
Questionnaires
Role of education
Statistical analysis
Student attitudes
Student Teacher Attitudes
Teacher beliefs
Teacher Education Curriculum
Teacher Surveys
trainee teachers
Trainees
Turkey
Turkey
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Summary:This study examines Turkish geography trainee teachers' perceptions of geography as a discipline and perceptions of the aim of geographical education. This study pursues the ideas of Catling (2004) and uses his classification. The sample in the research consists of 136 geography trainees at six different universities in Turkey. The questionnaire with two open-ended questions was conducted with geography trainee teachers and coding was preferred according to Catling's categories. The most commonly held perceptions among the geography trainees were "interactionist" and "earthist" perceptions of geography as a discipline. However, the "environmentalist" view was the dominant among trainees concerning purposes of teaching geography. Other results are presented in detail in the study.
Bibliography:Refereed article. Includes bibliographical references.
International Research in Geographical and Environmental Education; v.18 n.2 p.120-133; May 2009
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1038-2046
1747-7611
DOI:10.1080/10382040902861213