Literaturnachweis - Detailanzeige
Autor/inn/en | Hanus, Martin; Havelková, Lenka |
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Titel | Teachers' Concepts of Map-Skill Development |
Quelle | In: Journal of Geography, 118 (2019) 3, S.101-116 (16 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Hanus, Martin) ORCID (Havelková, Lenka) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-1341 |
DOI | 10.1080/00221341.2018.1528294 |
Schlagwörter | Map Skills; Skill Development; Teacher Attitudes; Foreign Countries; Geographic Concepts; Geography Instruction; Secondary School Students; Secondary School Teachers; Value Judgment; Definitions; Preferences; Problem Solving; Information Sources; Cartography; Locational Skills (Social Studies); Interdisciplinary Approach; Czech Republic Kartenverständnis; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerverhalten; Ausland; Geography education; Geography lessons; Geografieunterricht; Sekundarschüler; Werturteil; Begriffsbestimmung; Problemlösen; Information source; Informationsquelle; Kartenkunde; Kartografie; Lokalisierung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Tschechische Republik |
Abstract | Maps are an increasingly used source of information and it is therefore essential to develop map skills in students. A fundamental factor affecting the choice of map skills and the way they are developed is the teacher and his/her concept of map work. Based on the results of a survey and semi-structured interviews among Czech teachers, this study identifies three basic conceptual types of teachers: "Navigators" and "Problem-Oriented" and "Source-Oriented" teachers. Similarities with teachers' concepts of map-skill development identified in previous studies are discussed together with means of improvement. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |