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Journal articles on the topic 'Formation of the Geography teacher'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Oksana, Braslavska, and Nataliia Barvinok. "FORMATION OF CARTOGRAPHIC COMPETENCE OF FUTURE TEACHERS OF GEOGRAPHY IN STUDYING DISCIPLINES OF FUNDAMENTAL TRAINING." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 5–14. http://dx.doi.org/10.31499/2706-6258.1(5).2021.234755.

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The article presents the needs of modern society in a competent teacher of geography, the need for future teachers of geography to master the methods of their subject, which combines physical and economic geography, knowledge of geography and related sciences. It has been proven that a geography teacher must be deeply acquainted with the world around him and connect the teaching of the subject with the present, and use all possible means of information to do so. The importance of forming stable skills to work with maps, acquire new knowledge for further training and professional activity is ou

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NAZARENKO, Tetiana, Oleh TOPUZOV, Olena CHASNIKOVA, and Iryna DUBROVINA. "Role of geography teacher in forming the pupils’ cartographic competence." Prace i Studia Geograficzne 66, no. 2 (2021): 43–53. http://dx.doi.org/10.48128/pisg/2021-66.2-03.

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Cartographiccompetence has been determined as a very important one in the list of subject geographical competencies recorded in the State Standard of Secondary Basic Education of Ukraine. Since a geographic map is a system of landmarks with specific information based on field studies, aerial photographs and satellite images, and other cartographic sources, statistics and literature, the task of a geography teacher is to instil in pupils the necessary skills, which will result in cartographic competencies. Since it is impossible to study geography without a geographic map as a forming factor fo

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Romankova, Kateryna. "FORMATION OF METHODOLOGICAL COMPETENCE OF FUTURE TEACHERS OF GEOGRAPHY." PEDAGOGY AND EDUCATION MANAGEMENT REVIEW, no. 1 (October 21, 2020): 62–70. http://dx.doi.org/10.36690/2733-2039-2020-1-62.

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The article reflects the features of methodological training of future teachers of geography in higher education institutions. The purpose of the article is to form the methodological competence of future teachers of geography, which would meet modern requirements for the training of specialists in higher education institutions. Methodological approaches (systemic, personality-oriented, competence-oriented, activity-based, contextual, environmental) and principles of methodical training (scientific, professional orientation, integrativeness, coherence, connection of theory and practice, consci

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Türker, Abdullah. "Geography Teachers’ Opinions Regarding the Teaching Field Knowledge Test in the Public Personnel Selection Exam." International Education Studies 14, no. 1 (2020): 52. http://dx.doi.org/10.5539/ies.v14n1p52.

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The number of teacher candidates is increasing as a result of the excessive quotas given to departments that train teacher candidates and the right to teach different branches with pedagogical formation certificates. Therefore it becomes compulsory to hold selection exams in teacher appointments. The exams carried out during this selection process undergo changes over time both in number and content. While exams containing questions of general knowledge, general ability, and educational sciences were used in teacher appointments in Turkey since 2002, the field knowledge test has also been appl

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Sarsembaeva, D. K. "FORMATION OF RESEARCH COMPETENCE IN THE SUBJECT TRAINING OF A FUTURE GEOGRAPHY TEACHER." Tomsk state pedagogical university bulletin, no. 1 (2017): 64–68. http://dx.doi.org/10.23951/1609-624x-2017-1-64-68.

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Borysenko, K. B. "The methodological component of the integrated competence formation of the future geography teacher." Science and Education a New Dimension VI(162), no. 66 (2018): 12–17. http://dx.doi.org/10.31174/send-pp2018-162vi66-02.

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7

Januškevičius, Romanas, and Dalius Pumputis. "Application of Analysis of the Statistical Data to Formation of the State Order for the Teacher Training." Lietuvos statistikos darbai 52, no. 1 (2013): 39–44. http://dx.doi.org/10.15388/ljs.2013.13923.

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As a source of socially significant information, statistics plays an important role in the modern society. Inability to value and understand this role can be referred to as statistical illiteracy, which can cause some negative tendencies in the development of social processes. In such activities, a disregard of statistical data analysis can lead to an inefficient use of public funds. The paper deals with the illustration of the application of statistical regularities in such an important area of education as the formation of the state order in the process of teacher training. However, the main

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Sherimmat, Avazov, and Saydamatov Farkhod Rajabovich. "Innovative Geographical Education - A Factor For Effective Formation Of Geographical Culture." American Journal of Social Science and Education Innovations 02, no. 10 (2020): 279–85. http://dx.doi.org/10.37547/tajssei/volume02issue10-47.

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This article reveals the most common innovative technologies in geography education, the relevance of innovative geographical education, the main objectives of innovative geographical education, the tasks, basic principles (principles) of innovative geographical education and the factors of their effective formation of geographical culture. The teacher is taught to understand innovative geographical education as a method of forming a geocologically cultured (competent) student / student personality. Enlightenment (pedagogical) innovation is mainly covered by the following concepts - innovation

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Esteves, Maria Helena, Maria João Hortas, and Luís Mendes. "Fieldwork in Geography education: an experience in initial teacher training program." Didáctica Geográfica, no. 19 (January 5, 2019): 77–101. http://dx.doi.org/10.21138/dg.417.

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Fieldwork in geography education is an important activity in terms of promoting the development of geographical knowledge and skills that go beyond school learning. The way this contact with the real world is done has evolved from the traditional school visit (fieldtrip) to models where students’ involvement is deeper representing the contribution of several educational theories in geography educational practices. This paper presents a rational about fieldwork implementation as a methodology of data collection used in research undertaken at a local scale, included in a program of geography ini

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Kaercher, Nestor André, and Ivaine Maria Tonini. "ARTESANIA, FELICIDADE, EMPATIA: ASSUNTOS NÃO GEOGRÁFICOS PARA O ESTAGIÁRIO DE GEOGRAFIA CONSTRUIR SUA IDENTIDADE DOCENTE / CRAFT, HAPPINESS, EMPATHY: NON-GEOGRAPHIC TOPICS FOR PRESERVICE GEOGRAPHY TEACHERS TO BUILD THEIR TEACHER IDENTITY." Geographia Meridionalis 3, no. 2 (2017): 251. http://dx.doi.org/10.15210/gm.v3i2.11864.

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O texto sugere discutir o que causa felicidade e sofrimento - em nós, nos alunos, na sociedade - como temas da Geografia, seja nos cursos de Graduação, seja nas aulas da Educação Básica. A partir de trechos de relatórios de Estagiários de Licenciatura propõe o estagiário como um artesão reflexivo; aquele que constrói, enquanto pratica seu ofício, sua nova identidade, a de professor. Tal processo de descoberta de si requer uma virada epistemológica, pois implica a mudança da condição de aluno de Graduação para a condição de professor. Novos papéis, novas atitudes que requerem a escuta atenta ao

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Mormul, Najla Mehanna. "Eu professor?! Entre vivências e diálogos / Am I teacher?! Between experiences and dialogues." Caderno de Geografia 28, no. 54 (2018): 552–73. http://dx.doi.org/10.5752/p.2318-2962.2018v28n54p552-573.

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O presente trabalho buscou de modo sucinto discutir a importância da formação de professores de Geografia na atualidade. Para isso foram realizadas leituras de obras acerca do tema de autores como Nóvoa (2006), Tardif (2011), Freire (2008), Callai (2013), entre outros, bem como foram realizadas investigações com os licenciandos do curso de Geografia da Universidade Estadual do Oeste do Paraná, campus de Francisco Beltrão. Vale destacar que essas averiguações ocorreram por meio da análise dos relatórios de Estágios Supervisionados que os licenciandos elaboraram no término da disciplina, nos ano

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Valéria Rosa da Silva, Cláudia, and Rejane Dias da Silva. "A FORMAÇÃO INICIAL DO(A)PROFESSOR(A)DE GEOGRAFIA: UM ESTUDO DAS REPRESENTAÇÕES SOCIAIS DO SER PROFESSOR(A)." COLLOQUIUM HUMANARUM 17, no. 1 (2020): 264–79. http://dx.doi.org/10.5747/ch.2020.v17.h499.

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This article presents part of the results of the research carried out in the master's degree in education, in which the social representations of geography graduates about being a teacher were investigated. This research aimed to understand the social representations of undergraduate students in geography about being a teacher in this discipline. To this end, we sought to identify the semantic field of the social representations of the graduates and the internal structure of such representations. To achievethese objectives, we used the Theory of Social Representations as a theoretical-methodol

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Dudka, Inna. "Formation of the level of ability of future teachers of geography to the assessment of aesthetic landscapes." HUMANITARIUM 44, no. 2 (2019): 71–78. http://dx.doi.org/10.31470/2308-5126-2019-44-2-71-78.

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The article analyzes the formation of levels of ability of future geography teachers to the assessment of aesthetic landscapes. The relevance of the study of the problem of preparing future geography teachers for the aesthetic assessment of landscapes, as a condition for attracting the younger generation to the cultural heritage of society, is substantiated. Thus, the process of forming the readiness of future teachers of geography to assessment aesthetic landscapes involves taking into account the professional requirements and the set of available intellectual and psychological qualities of t

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Catarina Nobre de Souza, Anny, and Andreza Tacyana Felix Carvalho. "ESTUDO DAS ÁGUAS NA FORMAÇÃO DE PROFESSORES DE GEOGRAFIA EM FACE DA BASE NACIONAL COMUM CURRICULAR NO BRASIL." Revista Brasileira de Educação em Geografia 10, no. 20 (2020): 435–54. http://dx.doi.org/10.46789/edugeo.v10i20.934.

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A água, enquanto elemento e bem natural, possui papel relevante como agente do espaço geográfico. Neste sentido, considerando os objetivos da Geografia na educação escolar, julga-se que a compreensão e análise de questões socioambientais que envolvem a água são fundamentais para construção do raciocínio geográfico. Perante esse contexto, este artigo versa sobre o estudo das águas na Base Nacional Comum Curricular (BNCC), diante o campo de investigação da ciência geográfica, tendo por objetivo analisar a abordagem dada ao tema da água na BNCC em Geografia – anos finais do En

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ADOBOVSKA, Mariya, and Valentina TRYHUB. "THE ROLE OF PEDAGOGICAL PRACTICE IN THE FORMATION OF PROFESSIONAL COMPETENCE OF THE FUTURE TEACHER OF GEOGRAPHY." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2019): 57–62. http://dx.doi.org/10.31651/2524-2660-2019-2-57-62.

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Mendes, Geisa Flores, Débora Paula Andrade Oliveira, and Patrícia Godoia Garcia de Souza Teixeira. "MEMÓRIA E NARRATIVAS DOCENTES: REPRESENTAÇÕES SOCIAIS SOBRE A FORMAÇÃO DO PROFESSOR DE GEOGRAFIA / MEMORY AND TEACHING NARRATIVES: SOCIAL REPRESENTATIONS ON THE FORMATION OF THE GEOGRAPHY TEACHER." Geographia Meridionalis 3, no. 2 (2017): 195. http://dx.doi.org/10.15210/gm.v3i2.11866.

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O artigo tem o propósito de analisar a memória e as representações sociais que constituem a formação do professor por meio das narrativas dos licenciados pelo Curso de Geografia da Universidade Estadual do Sudoeste da Bahia (UESB). Nessa perspectiva, buscou-se compreender o significado dessa formação à luz das categorias memória e representações sociais. No que se refere aos aspectos metodológicos foram realizados estudos teóricos das categorias apresentadas e entrevistas semiestruturadas com os egressos do referido curso. A pesquisa evidenciou a multiplicidade de sentidos, representações e si

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Menezes, Priscylla Karoline de. "O ENSINO DE GEOGRAFIA EM DIFERENTES CONTEXTOS: os desafios da atuação docente na Educação do Campo." Revista Brasileira de Educação em Geografia 7, no. 13 (2017): 456–70. http://dx.doi.org/10.46789/edugeo.v7i13.402.

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Este artigo insere-se no conjunto de considerações sobre a constante necessidade de reflexão para o ensino de Geografia e para a atuação docente. O artigo teve como objetivo principal refletir sobre a importância dos professores desta área considerarem o ensino de Geografia em diferentes contextos e pensarem os processos de formação de educadores do campo. Na metodologia, foram empregados procedimentos de estudos bibliográficos e de pesquisas com temática correlata, buscando estabelecer as relações entre Campo e Cidade na contemporaneidade, com foco principal nas relações vividas no estado de

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Zacharias, Nugrahenny T. "Exploring identity construction of student teachers practicing ELF pedagogy in a microteaching course." Asian Perspectives on English as a Lingua Franca and Identity 26, no. 2 (2016): 321–39. http://dx.doi.org/10.1075/japc.26.2.08zac.

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This paper reports on the results of a qualitative study that explored the experiences of a group of student-teachers (STs) in Indonesia as they undertook a microteaching course as part of their undergraduate teacher training program. Grounded in the notions of ‘teacher identity as the process of becoming’ (Britzman, 2003) and ‘identity in practice’ (Varghese et al., 2005), the present paper examines how participation in a microteaching course that oriented STs to ELF pedagogy affected the formation of teacher identities amongst one group of STs in Indonesia. Data were gathered from three post

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Lopes, Claudivan Sanches. "APRENDIZAGEM DA DOCÊNCIA EM GEOGRAFIA NO ÂMBITO DO ESTÁGIO SUPERVISIONADO: a perspectiva de alunos e supervisores." Revista Brasileira de Educação em Geografia 7, no. 14 (2018): 200–223. http://dx.doi.org/10.46789/edugeo.v7i14.503.

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Apresentam-se, neste artigo, resultados de pesquisa institucional denominada “A formação do professor de Geografia na Universidade Estadual de Maringá: o estágio supervisionado e as estratégias formativas”, cujo objetivo foi investigar o processo de construção dos saberes de base da profissionalidade docente ao longo da formação inicial do professor de Geografia, tendo como foco principal de análise as atividades desenvolvidas durante o estágio supervisionado e destacando, especialmente, o papel atual e potencial que os professores da Educação Básica – supervisores de estágio – desempenham na

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20

Krylovets, Mykola, and Oksana Braslavska. "SOCIAL AND EDUCATIONAL WORK IN GEOGRAPHY LESSONS." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 16–24. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232724.

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Geographical education as one of the important means of creating a cultural environment in the educational process of the school opens to the student the world with all the diversity of complex relationships of nature, society and personality, satisfies the need for self-knowledge, promotes the formation of personal qualities and values. Geographical education gives person great opportunities to develop a humane and tolerant attitude to other people, to other civilizations, political and economic systems, the geographical environment, to the planet Earth. Geography as a science of the humaniti

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Witzel Clausen, Søren. "Danish geography teachers' perceptions of their own teaching professionalism according to climate change." Lumat: International Journal of Math, Science and Technology Education 3, no. 2 (2015): 187–200. http://dx.doi.org/10.31129/lumat.v3i2.1042.

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This paper reports from research examining eight Geography teachers’ own perceptions of their teaching professionalism, understood as Pedagogical Content Knowledge (PCK), in relation to the topic of climate change. Apparently, Geography teachers with a strong academic profile in Physical Geography and natural science are more familiar to teach the sub-subject of weather formation in connection to climatic change, than Geography teachers with a strong academic profile in Human Geography and social science. The teachers orientated against Human Geography put emphasis on the more problem-oriented

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Oliveira lemes, Robson de, and Claudivan Sanches Lopes. "ESTUDO DAS NECESSIDADES FORMATIVAS EM GEOGRAFIA PARA PROFESSORES DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL." Revista Brasileira de Educação em Geografia 10, no. 20 (2020): 148–73. http://dx.doi.org/10.46789/edugeo.v10i20.897.

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O presente artigo centra-se no estudo das “necessidades formativas” em Geografia dos professores que atuam nos Anos Iniciais do Ensino Fundamental. Verificamos que são diversos os trabalhos que tratam criticamente das lacunas entre os conteúdos previstos nos programas de Geografia para os Anos Iniciais e a forma com que são trabalhados na prática escolar. Nosso objetivo neste artigo é destacar a importância da análise das necessidades formativas como possibilidade de melhor planejar intervenções na formação do professor pedagogo considerando a perspectiva desses profissionais. Metod

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Likouri, Anna-Aikaterini, and Aikaterini Klonari. "The Teacher’S Role in the Formation of the Attitude and Performance of Students in the Subject of Geography." International Journal of Education 9, no. 4 (2017): 166. http://dx.doi.org/10.5296/ije.v9i4.12317.

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The purpose of this study was to investigate the attitude of teachers and students towards the subject of geography, and whether it affects the students’ performance. The sample comprised 600 6th-grade primary school students from various areas of Greece, and their 33 teachers. The following findings were made: a) the largest part of the teachers and students shows a medium or poor attitude towards the subject of geography; b) teachers’ reeducation did not seem to improve either the attitude of teachers or the attitude and performance of their students; c) prior working experience of teachers

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Хохлова, Елена Револьдовна, and Светлана Ивановна Яковлева. "HISTORY OF GEOGRAPHY IN THE TVER REGION." Вестник Тверского государственного университета. Серия: География и геоэкология, no. 3(31) (September 21, 2020): 5–30. http://dx.doi.org/10.26456/2226-7719-2020-3-7-32.

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Представлена история формирования и развития географии на базе Тверского государственного университета. Названы имена основателей географических кафедр, современных руководителей и ведущих преподавателей, а также основные направления научной деятельности. The history of formation and development of geography on the basis of Tver State University is presented. The names of the founders of geographical departments, modern leaders and leading teachers, as well as the main areas of scientific activity are named.

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Iatenko, Vladimir. "Fundamentals of implementation of the integrated content of learning geography and economy." Univers Pedagogic, no. 2(70) (July 2021): 10–13. http://dx.doi.org/10.52387/1811-5470.2021.2.02.

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In September 2020, Ukraine adopted the State Standard for Basic Secondary Education (No. 898 of September 30, 2020), which defined new requirements for the Model and Model Curricula. The article reveals the methodological foundations for the implementation of the intellectual content of teaching geography and economics, which is very important for the professional formation and development of both future teachers and practicing teachers. Attention is focused on the formation of a holistic natural-scientific picture of the world through the study of geographical concepts, objects and subjects o

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김대훈. "Professional development and identity formation process of geography teachers based on situated learning." Journal of The Korean Association of Geographic and Environmental Education 23, no. 3 (2015): 115–26. http://dx.doi.org/10.17279/jkagee.2015.23.3.115.

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Malleus, Elina, and Eve Kikas. "Student Knowledge About the Water Cycle and Its Change in Different Interest Groups." Journal of Education and Development 3, no. 1 (2019): 37. http://dx.doi.org/10.20849/jed.v3i1.564.

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This study describes the role of interest in eighth-grade students’ (N=183) knowledge formation. Student knowledge was measured through open-ended questions at three time points: once before and twice after specific topics had been taught in a regular 45 min geography lesson. Student interest level was assessed using teacher ratings. Student answers to seven open-ended questions were coded and placed into one of three categories: everyday, synthetic, or scientific knowledge. Results showed that higher interest was related to providing fewer everyday and more synthetic answers. However, student

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Georgiou, Yiannis, Andreas Ch Hadjichambis, and Demetra Hadjichambi. "Teachers’ Perceptions on Environmental Citizenship: A Systematic Review of the Literature." Sustainability 13, no. 5 (2021): 2622. http://dx.doi.org/10.3390/su13052622.

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As we are living amid an unprecedent environmental crisis, the need for schools to empower students into environmental citizenship is intensifying. Teachers are considered as the main driving force in fostering students’ environmental citizenship. However, a critical question is how teachers conceive environmental citizenship and whether their perceptions of environmental citizenship are well-informed. There is an urgent need to investigate teachers’ perceptions, considering their crucial role in the formation of students’ environmental citizenship. This study examines teachers’ perceptions of

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Vrhunec, Igor. "VISUALIZATION IN EDUCATION: SOME TRENDS IN TEACHING GEOGRAPHY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 11, no. 1 (2014): 39–43. http://dx.doi.org/10.48127/gu-nse/14.11.39.

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The development of ITC has enabled more diverse approaches to teaching. The internet has become an important source for the pupils as well as the teachers. There are computers and projectors in the classrooms, the teachers and the pupils can access the information and many useful programmes free of charge through the internet. Power Point presentations have slowly been losing its appeal mainly because of being too static. The pupils nowadays are motivated by dynamic, information- packed and interesting lessons. This is achieved by using computer presentations where the pupils participate activ

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MASHCHENKO, O., L. BULAVA, and N. BURCHИSH. "FORMATION OF THE GEOMORPHOLOGICAL KNOWLEDGE SYSTEM IN FUTURE TEACHERS OF GEOGRAPHY AND EARTH SCIENTISTS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 23 (November 11, 2019): 149–53. http://dx.doi.org/10.33989/2075-146x.2019.23.183238.

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Borysenko, K. "The measurement of the professional competence formation of future geography teachers by qualimetry means." Problems of engineer-pedagogical education 61 (2018): 23–35. http://dx.doi.org/10.32820/2074-8922-2018-61-23-35.

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Samigullina, Galina Savelevna. "DIDACTIC POTENTIAL OF THE WORKSHOP IN THE FORMATION OF PROFESSIONAL COMPETENCES OF GEOGRAPHY TEACHERS." Sovremennye issledovaniya sotsialnykh problem, no. 11 (November 29, 2016): 78. http://dx.doi.org/10.12731/2218-7405-2016-11-78-90.

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Sliuta, A. M. "FORMATION OF THE FUTURE GEOGRAPHY TEACHERS PROFESSIONALLY SPECIALIZED COMPETENCIES IN THE PROFESSIONAL TRAINING PROCESS." Innovate Pedagogy 1, no. 30 (2020): 147–51. http://dx.doi.org/10.32843/2663-6085/2020/30-1.29.

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Tsuranova, Oksana. "The role of N. Ilminsky and S. Rachinsky in the formation of the personality of S. Smolensky." Aspects of Historical Musicology 16, no. 16 (2019): 10–25. http://dx.doi.org/10.34064/khnum2-16.01.

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Background. The modern system of national education, including music, is on the path of reorganization and reformation. Creating new educational models, it is useful to refer to the samples, time-tested, created by people whose names are permanently inscribed in the European cultural and historical fund. This confirms the life and work of Stepan Vasilyevich Smolensky (1848–1909) – teacher, medievalist, composer, regent, reformer of the music education system, public and cultural figure, ideologist of the New Direction of Orthodox Music of the late XIX – first half of the XX centuries. The form

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Ferreira, Maurisete Fernando, Marcos Aurélio Vasconcelos Freitas, Neilton Fidelis da Silva, Antonia Francimar da Silva, and Luciana Rocha Leal da Paz. "Insertion of Photovoltaic Solar Systems in Technological Education Institutions in Brazil: Teacher Perceptions Concerning Contributions towards Sustainable Development." Sustainability 12, no. 4 (2020): 1292. http://dx.doi.org/10.3390/su12041292.

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Teaching spaces are seen as institutions presenting relevant power to promote sustainability. Thus, in addition to knowledge (re)producers, they must also assume ethical obligations to incorporate daily sustainability-oriented actions. In this context, this study evaluates faculty perceptions regarding contributions to the teaching–learning process and the diffusion of a pedagogical practice adhering to sustainability assumptions, arising from the insertion of photovoltaic solar systems in educational institutions. A study was conducted at the Rio Grande do Norte Federal Institute of Education

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Коростелева, A. Kororsteleva, Крючкова, E. Kryuchkova, Французова, and O. Francuzova. "Formation of Educational Space by Means of Metasubject and Interdisciplinary Concepts in the Subjects of Humanities and Social Sciences." Standards and Monitoring in Education 5, no. 4 (2017): 17–23. http://dx.doi.org/10.12737/article_5979fc3466c295.35490901.

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The paper deals with an overview of metasubject and interdisciplinary concepts included in the educational space of the subjects of humanities and social sciences (history, geography, social sciences), as well as the basic approaches to the understanding of this conceptual series. A modern educational space is a multi-aspect complex-structured concept. Aside from including an information education component, skills gained in the learning process, as well as multi-level environmental infl uence on all space of its formation (ICT, etc.), the system of teacher-student and person-environment inter

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Mykhailenko, V., and M. Blyzniuk. "Educational Cluster as a Tool for Implementation Education for Sustainable Development." Physical Geography and Geomorphology 89, no. 1 (2018): 110–19. http://dx.doi.org/10.17721/phgg.2018.1.15.

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The world experience on educational clusters proves their applicability and efficiency. An example is the formation of educational clusters for economic education and business schools. Formation of educational clusters has become an important part of the state personnel policy of many countries of the world. Multidimensional notion of "sustainable development" in combination with a wide range of age-old target audiences requires new methodological approaches for building an open dialogue between a student and a teacher. Taking into account the complex nature of the research subject that combin

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Ilgaz, Gökhan, and Menekşe ESKİCİ. "Examination of Teacher Candidates’ Lifelong Learning Competence and Basic Motivation Resources as Parts of Sustainability." Sustainability 11, no. 1 (2018): 23. http://dx.doi.org/10.3390/su11010023.

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The purpose of this research is to determine the level of teacher candidates’ lifelong learning competence and basic motivation resources and to examine the lifelong learning competence and basic motivation of teacher candidates in terms of some variables (gender and to be a university student or not). For this purpose, a quantitative study was designed. The research was conducted with 382 teacher candidates being educated in the pedagogical formation program at Trakya University. In this research, “Key Competences for Lifelong Learning Scale” and “Basic Motivation Resources Scale” were used a

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Pologovska, I. "Organizational and pedagogical conditions for formation of career guidance competence of the future geography teachers." Science and Education a New Dimension VII(209), no. 86 (2019): 39–44. http://dx.doi.org/10.31174/send-pp2019-209vii86-09.

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Clausen, Søren Witzel. "Exploring the pedagogical content knowledge of Danish geography teachers: teaching weather formation and climate change." International Research in Geographical and Environmental Education 27, no. 3 (2017): 267–80. http://dx.doi.org/10.1080/10382046.2017.1349376.

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Romaniuk, R. K., R. P. Vlasenko, V. A. Yakovleva, and V. S. Kostiuk. "THE FORMATION OF FUTURE BIOLOGY AND GEOGRAPHY TEACHES’ WILLINGNESS FOR IMPLEMENTING DISTANCE AND MIXED LEARNING." Innovate Pedagogy 1, no. 30 (2020): 129–37. http://dx.doi.org/10.32843/2663-6085/2020/30-1.26.

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Timmers, Juliano da Costa, and Nestor André Kaercher. "REPENSANDO A FORMAÇÃO DOCENTE A PARTIR DA TROCA DE SABERES ENTRE PROFESSORES NA BUSCA PELA GEOGRAFIA SENSÍVEL." Revista Cerrados 17, no. 02 (2019): 193–211. http://dx.doi.org/10.22238/rc2448269220191702193211.

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Neste estudo relacionado com o ensino de Geografia na escola básica, o principal objetivo é explorar experiências em sala de aula cujos sentidos sejam definidos como relevantes para a aprendizagem junto ao contexto de vivência de educadores e educandos. Propomos uma reflexão sobre o ensino de Geografia, destacando aspectos centrais para realizar uma aprendizagem mais efetiva junto às dimensões do cotidiano. Inspirado pelas ideias de educação espacial de Kaercher e no estudo que relaciona imagens e Geografia de Oliveira Jr., nós definimos como Geografia Sensível o modo para aprender o espaço a

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Voitovych, Oksana. "MOTIVATION OF FUTURE GEOGRAPHY TEACHERS TO LEARNING ACTIVITIES." Academic Notes Series Pedagogical Science 1, no. 190 (2020): 19–23. http://dx.doi.org/10.36550/2415-7988-2020-1-190-19-23.

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The article presents a research of motives for choosing a profession and motives for educational activities of future teachers of geography. An anonymous survey was conducted among second- and fourth-year students majoring in Secondary Education (Geography) to determine the motives for choosing a profession. Summary data indicate, that the choice of profession of students was influenced by social motives, which are based on the importance of the graduate to get a higher education and preferably at the expense of the state. Fourth-year students have a positive inner motive, which is based on th

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Goga, Maria, and Dănuț Roșu. "The Integration of New Technologies in the Geography Lessons." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (2021): 234–46. http://dx.doi.org/10.18662/rrem/13.1/370.

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The new technologies have become indispensable in the students' lives, influencing their development at academic and personal levels. It is evident that their use in education is going to change the way of teaching, learning and assessment. Geography lessons are much more interactive when new technologies are integrated into the curriculum. In this article we describe a study regarding the integration of the new technologies in geography lessons. At the study 250 people - 73 teachers and 177 students, from schools and high schools in Romania, both rural and urban areas participated. The resear

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Honcharuk, Vitalii, Inna Rozhi, Olena Dutchak, Myhailo Poplavskyi, Yuliia Rybinska, and Nataliia Horbatiuk. "Training of Future Geography Teachers to Local Lore and Tourist Work on the Basis of Competence Approach." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (2021): 429–47. http://dx.doi.org/10.18662/rrem/13.3/460.

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Against the background of the renewal of approaches to the development of geography education, the formation of national-patriotic consciousness among students, the introduction of pedagogical technologies into the educational process in order to study the characteristics of their native land, the question arises of the need to modernize the training of future geography teachers in local lore and tourism work. The purpose - to theoretically substantiate and experimentally check pedagogical conditions of preparation of future teachers of geography for local lore and tourist work on the basis of

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Zhulynskiy, Mykola. "NATIONAL EDUCATION IS THE MAIN GUARANTEE OF ESTABLISHING NATIONAL ELITE." Scientific bulletin of KRHPA, no. 11 (2019): 89–94. http://dx.doi.org/10.37835/2410-2075-2019-11-9.

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In the article, the scientist focuses on the goal of education – the formation of a leading strata of the Ukrainian people – intellectuals, the national elite. The article states that the national character is formed only by the national school. The purpose of education is defined - formation of the leading layer of the Ukrainian people - intellectuals, national elites. It is noted that a conscious volyn political elite was formed. In a systematic analysis of archival sources, the author notes that in the State Archives of Ternopil region (fund 351) you can learn about the teachers of the gymn

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Donchenko, L., O. Nepsha, T. Zavyalova, and V. Ivanova. "FEATURES OF FORMATION OF PROFESSIONALLY IMPORTANT COMPETENCES OF FUTURE GEOGRAPHY TEACHERS IN THE PROCESS OF PRACTICAL TRAINING." Pedagogy of the formation of a creative person in higher and secondary schools 2, no. 69 (2020): 112–17. http://dx.doi.org/10.32840/1992-5786.2020.69-2.22.

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Kairaitis, Zigmas. "Geografinės informacijos skaitymas edukacinės komunikacijos požiūriu." Informacijos mokslai 41 (January 1, 2007): 89–97. http://dx.doi.org/10.15388/im.2007.0.3453.

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Straipsnio tikslas – pasitelkus komunikacijos ir informacijos mokslų idėjas, atskleisti pagrindinių ugdymo proceso dalyvių – mokytojo, mokinio, dalyko (geografijos) – edukacinės sąveikos turinį ir išryškinti geografinės informacijos interpretavimo edukacinės komunikacijos perspektyvą. Komunikacijos ir informacijos mokslų vystimasis pasiekė tokį lygmenį, kai kažkada buvę kaip atskiri mokslai arba jų samplaika, nūdien tapo tarpdisciplininiu mokslu. Atskirų disciplinų edukacijoje informacija ir komunikacija tapo sudėtine ugdymo turinio ir proceso dalimi. Geografija kaip integruotas mokslas ir mok

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Soares, Lucélia dos Reis Santos, and Kelson Lucien Rodrigues Lobato. "CONCEPÇÕES E ABORDAGENS DO ENSINO DA GEOGRAFIA: a importância do saber cartográfico nos anos iniciais da Educação Básica." Revista Brasileira de Educação em Geografia 11, no. 21 (2021): 05–27. http://dx.doi.org/10.46789/edugeo.v11i21.462.

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Este artigo tem o objetivo de apresentar a importância do ensino de Geografia nos anos inicias da educação básica e suas principais abordagens, tradicional e crítica para o processo de ensino-aprendizagem. Tal processo com base nas abordagens teórico-metodológicas da ciência geográfica visa contribuir na formação de sujeitos críticos, analíticos e interativos, a partir da realidade social a qual estão inseridos. O estudo primou em realizar uma pesquisa bibliográfica, apresentando as diferentes concepções da Geografia para o ensino da disciplina nos anos iniciais. A pesquisa deteve-se também em

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Donchenko, L., T. Zavyalova, V. Ivanova, and O. Nepsha. "The formation of the ecological knowledge and the skills of the future teachers of the geography during the study of the course of «General physical geography»." Pedagogy of the formation of a creative person in higher and secondary schools 63, no. 2 (2019): 59–64. http://dx.doi.org/10.32840/1992-5786.2019.63-2.12.

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