School Geography under COVID-19: Geographical Knowledge in the German Formal Education.
Identifieur interne : 001001 ( Main/Exploration ); précédent : 001000; suivant : 001002School Geography under COVID-19: Geographical Knowledge in the German Formal Education.
Auteurs : Péter Bagoly-Sim ; Johanna Hartmann ; Verena ReinkeSource :
- Tijdschrift voor economische en sociale geografie = Journal of economic and social geography = Revue de geographie economique et humaine = Zeitschrift fur okonomische und soziale Geographie = Revista de geografia economica y social [ 0040-747X ] ; 2020.
Abstract
This paper aims to explore some of the changes affecting the teaching and learning of secondary geography as a result of the COVID-19 pandemic. In doing so, it sets a focus on geographical knowledge and its alteration in times of extraordinary measures to diagnose its challenges. Against the background of current debates on competence- and standard-based education from the sociology and history of education as well as from geography education, problem-centred interviews served to explore the perspectives of 15 German secondary school teachers on the alterations their Geography teaching suffered since the COVID-19 lockdown. Analytical categories were general challenges, communication with stakeholders, educational media usage, and the role of COVID-19 in geographical knowledge acquisition. The results uncovered, along with systemic challenges, two main areas in need of consideration to redefine subject-specific knowledge in times of competence-based education, namely geography teachers' professional identity and perspectives on the role of geographical competencies.
DOI: 10.1111/tesg.12452
PubMed: 32834142
PubMed Central: PMC7405286
Affiliations:
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In doing so, it sets a focus on geographical knowledge and its alteration in times of extraordinary measures to diagnose its challenges. Against the background of current debates on competence- and standard-based education from the sociology and history of education as well as from geography education, problem-centred interviews served to explore the perspectives of 15 German secondary school teachers on the alterations their Geography teaching suffered since the COVID-19 lockdown. Analytical categories were general challenges, communication with stakeholders, educational media usage, and the role of COVID-19 in geographical knowledge acquisition. The results uncovered, along with systemic challenges, two main areas in need of consideration to redefine subject-specific knowledge in times of competence-based education, namely geography teachers' professional identity and perspectives on the role of geographical competencies.</div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">32834142</PMID><DateRevised><Year>2020</Year><Month>08</Month><Day>24</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Print">0040-747X</ISSN><JournalIssue CitedMedium="Print"><Volume>111</Volume><Issue>3</Issue><PubDate><Year>2020</Year><Month>Jul</Month></PubDate></JournalIssue><Title>Tijdschrift voor economische en sociale geografie = Journal of economic and social geography = Revue de geographie economique et humaine = Zeitschrift fur okonomische und soziale Geographie = Revista de geografia economica y social</Title><ISOAbbreviation>Tijdschr Econ Soc Geogr</ISOAbbreviation></Journal><ArticleTitle>School Geography under COVID-19: Geographical Knowledge in the German Formal Education.</ArticleTitle><Pagination><MedlinePgn>224-238</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1111/tesg.12452</ELocationID><Abstract><AbstractText>This paper aims to explore some of the changes affecting the teaching and learning of secondary geography as a result of the COVID-19 pandemic. In doing so, it sets a focus on geographical knowledge and its alteration in times of extraordinary measures to diagnose its challenges. Against the background of current debates on competence- and standard-based education from the sociology and history of education as well as from geography education, problem-centred interviews served to explore the perspectives of 15 German secondary school teachers on the alterations their Geography teaching suffered since the COVID-19 lockdown. Analytical categories were general challenges, communication with stakeholders, educational media usage, and the role of COVID-19 in geographical knowledge acquisition. The results uncovered, along with systemic challenges, two main areas in need of consideration to redefine subject-specific knowledge in times of competence-based education, namely geography teachers' professional identity and perspectives on the role of geographical competencies.</AbstractText><CopyrightInformation>© 2020 The Authors. 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