The Unfortunate Status of Geography in Elementary Teacher Education: A Call for Discourse

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dc.contributor.authorWomac, Patrick
dc.date.accessioned2023-12-05T21:11:14Z
dc.date.available2023-12-05T21:11:14Z
dc.date.issued2014
dc.description.abstractThe following study aims to better understand the extent of geography and history coursework requirements---or lack thereof-in preservice elementary teacher preparation programs. Data were collected from the majority of U.S. colleges and universities that offer undergraduate degrees in elementary education. Results reveal a considerable disparity between geography and history coursework requirements; only 13 .1 % of these programs require a course in geography, whereas 67.6% require one or more courses in history. Explanations for the findings are discussed, followed by a call for either justification or change.
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent15 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationWomac, P. (2014). The unfortunate status of geography in elementary teacher education: A call for discourse. Research in Geographic Education, 16(2), pp. 46-60.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/17319
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2014, Vol. 16, No. 2, pp. 46-60.
dc.subjectgeography
dc.subjectteacher education
dc.subjectpreservice coursework
dc.subjectelementary social studies
dc.titleThe Unfortunate Status of Geography in Elementary Teacher Education: A Call for Discourse
dc.typeArticle

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