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

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    102827_1.pdf (147.5Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Harte, Wendy
    Reitano, Paul
    Griffith University Author(s)
    Reitano, Paul F.
    Harte, Wendy
    Year published
    2015
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    Abstract
    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 ...
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    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.
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    Journal Title
    International Research in Geographical and Environmental Education
    Volume
    24
    Issue
    3
    DOI
    https://doi.org/10.1080/10382046.2015.1034458
    Copyright Statement
    © 2015 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in International Research in Geographical & Environmental Education on 23 Apr 2015, available online: http://www.tandfonline.com/doi/full/10.1080/10382046.2015.1034458
    Subject
    Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
    Education
    Economics
    Studies in Human Society
    Publication URI
    http://hdl.handle.net/10072/168631
    Collection
    • Journal articles

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