Pre-service geography teachers' confidence in geographical subject matter knowledge and teaching geographical skills

• Published in: International research in geographical and environmental education Vol. 24; no. 3; pp. 223 - 236
• Main Authors: Harte, Wendy, Reitano, Paul
• Format: Journal Article
• Language: English
• Published: Routledge 03.07.2015
• Subjects: Australia; Australian curriculum change; Educational Change; Educational Experience; Foreign Countries; Geographic concepts; Geography; Geography curriculum; Geography Instruction; Geography teaching; Graduate Students; Higher education; Interviews; Knowledge Base for Teaching; Knowledge level; Microteaching; Pedagogical Content Knowledge; pre-service training; Preservice teacher education; Preservice Teachers; Program Design; Self Efficacy; Student Attitudes; Student teachers; Surveys; teacher confidence; Teacher education curriculum; Teacher Education Programs; Teaching Methods; Undergraduate Students; Australia
• ISSN: 1038-2046; 1747-7611
• DOI: 10.1080/10382046.2015.1034458

This research tracked the confidence of 16 undergraduate and postgraduate pre-service geography teachers as they completed a single semester, senior phase geography curriculum course. The study focused specifically on the pre-service teachers' confidence in geographical subject matter knowledge and their confidence in teaching geographical skills. Data were gathered from participants through two surveys (one at the start of the semester and one at the end of the semester), interviews following video-taped micro-lessons in which participants taught a geographical skill to the class, and focus group discussions. Undergraduate students were more likely to have completed a larger number of geography discipline courses than the postgraduate students - a consequence of the program structure and selection process into the program. Results indicate that undergraduate students were also more likely to report higher levels of confidence in geographical subject matter knowledge and teaching geographical skills. Participation in microteaching activities appears to have had a positive effect on most participants' level of confidence in teaching geographical skills. These results have implications for geography curriculum courses taught in initial teacher education programs, particularly shorter graduate entry programs.