Description

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

PAUL REITANO

School of Education and Professional Studies, Griffith University, Mt Gravatt, QLD, Australia

NICOLE C GREEN

Faculty of Education, University of Southern Queensland, Toowoomba, QLD, Australia

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.

Keywords: geography teaching, conceptual change, preservice teachers, pedagogical content knowledge, Australian curriculum