Search

This article represents a new focus on how we can make student teachers' images more explicit and voiced in teacher training in geography. The expectations and values of the generations of students entering teacher education constantly change, and undergraduate curricula and faculty must respond accordingly. This article addresses this need by exploring the educational needs, concerns, and beliefs regarding geography teaching of newly admitted undergraduate preservice geography teachers at a single university in Czechia (n = 75). Using an entry survey of two open-ended questions, we used interpretative phenomenological analysis to identify four groups of geography teacher education students with different concerns and expectations regarding initial teacher education (ITE). The findings show that beginner geography teacher education students represent an intrinsically distinct and difficult-to-read cohort. Some students were confident and close-minded, whereas others were reflective and asked specific questions. Additionally, some students cared only about practical tools without considering theoretical justifications or research. Students with high levels of professional identity were also identified. We conclude that long-term individualized and career-oriented student support that reflects and respects future geography teachers' mutually distinct disciplinary identities is necessary. [ABSTRACT FROM AUTHOR]

Teaching education is Ireland is currently undergoing significant structural and conceptual changes. School placement is at the centre of these reforms. This article reports the findings of an all-Ireland study which investigates student teachers’ experiences of teaching geography during their school placements. Based on data collected from surveys and focus group interviews with one cohort of B.Ed. students, this study illustrates the emotional journey of school placement, emerging identities as teacher, the positive impact of initial teacher education, the problematic nature of messages from ‘third parties’ and conflicting conceptualisations of geography. The findings of this study are important for student teachers and teacher educators as they illustrate the complexity of school placement and the importance of emotional as well as cognitive engagement. [ABSTRACT FROM PUBLISHER]