Development of Geography Teachers' Capacity to Evaluate: Analysis on Coping with Complexity and Controversiality

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dc.contributor.authorApplis, Stefan
dc.contributor.authorFögele, Janis
dc.date.accessioned2023-12-05T21:11:42Z
dc.date.available2023-12-05T21:11:42Z
dc.date.issued2016
dc.description.abstractThe educational standards in geography in the German-speaking world separately refer to the areas of competence of judgment and evaluation and thus attach outstanding importance to reflective value-orientation in geography classes. Therefore, coping with complexity and controversiality has become a core challenge for geography teachers, particularly in the subject areas of Global Development and Global Learning, which are analyzed in a qualitative-reconstructive research project of responsive evaluation, and on which this article is based. The study has shown that the treatment which the teachers underwent during the training could cause their deeply inscribed subjective theories on geography instruction to become explicit in joint discussions and thus became accessible to dealing with them and reflecting on them.
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent15 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationApplis, S. & Fögele, J. (2016). Development of geography teachers' capacity to evaluate: Analysis on coping with complexity and controversiality. Research in Geographic Education, 18(1), pp. 10-24.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/17337
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2016, Vol. 18, No. 1, pp. 10-24.
dc.subjectgeography
dc.subjectcompetence research
dc.subjectteacher competences
dc.subjectcontroversiality and complexity
dc.subjectqualitative-reconstructive social research
dc.subjectdocumentary method
dc.titleDevelopment of Geography Teachers' Capacity to Evaluate: Analysis on Coping with Complexity and Controversiality
dc.typeArticle

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