The value of concept mapping in developing professional growth in a geography methods course

Reitano, Paul and Green, Nicole C. (2012) The value of concept mapping in developing professional growth in a geography methods course. International Journal of Multiple Research Approaches, 6 (2). pp. 160-174. ISSN 1834-0806

Abstract

This paper reports on an exploratory case study of six preservice teachers who studied a 10-week unit of secondary geography in their 4th (and final) year of education studies. The focus of the study was to track participants’ conceptions of effective geography teaching, over a period of time; that is, to provide an example of conceptual change. Participants constructed concept maps at the beginning and at the conclusion of their geography curriculum methods course. The purpose of this article is to present concept mapping as a research tool for inquiring into the conceptual understandings and growth of early career teachers.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © eContent Management Pty Ltd. Permanent restricted access to published version due to publisher copyright policy.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 16 Mar 2013 23:53
Last Modified: 18 Aug 2014 06:59
Uncontrolled Keywords: geography teaching; concept mapping; conceptual understanding; Australian curriculum; conceptual change; pedagogical content knowledge; preservice teachers
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130103 Higher Education
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
Identification Number or DOI: 10.5172/mra.2012.6.2.160
URI: http://eprints.usq.edu.au/id/eprint/22252

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