A Phenomenographic Analysis of Elementary Teacher Candidates' Conceptions of Geography

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dc.contributor.advisorBoehm, Richard
dc.contributor.authorEarle, Brian D.en_US
dc.contributor.committeeMemberBlanchard, Denise
dc.contributor.committeeMemberDixon, Richard
dc.contributor.committeeMemberMilson, Andrew
dc.date.accessioned2012-02-24T10:12:11Z
dc.date.available2012-02-24T10:12:11Z
dc.date.issued2008-12en_US
dc.description.abstractA phenomenographic analysis of elementary teacher candidates attending a large university in north Texas was conducted during the Spring and Fall of 2007. The research study was conducted in two phases with a total of 150 participants. Analysis of the data sought to describe the diversity of conceptions of geography as well as the diversity of conceptions of learning geography held by this participant group. Three conceptions of geography emerged from the data analysis. Two of the three conceptions represent a surface (or shallow) conception of geography and one conception was interpreted to be relational in nature. Four conceptions of learning of geography were found. One of these conceptions of learning geography represents the highest level of phenomenographic categorization; “growing or changing as a person or teacher.” Overall the data suggests that the participants of the study have a more advanced understanding of pedagogy than of the content of geography. This apparent disconnect between the conceptions of the content of a subject and the conceptions of learning that subject has not been previously reported in the academic literature.en_US
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent196 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationEarle, B. D. (2008). <i>A phenomenographic analysis of elementary teacher candidates' conceptions of geography</i> (Unpublished dissertation). Texas State University-San Marcos, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/4300
dc.language.isoen
dc.subjectPhenomenographyen_US
dc.subjectPreserviceen_US
dc.subjectQualitative conceptionsen_US
dc.subjectLearningen_US
dc.subject.classificationGeographyen_US
dc.titleA Phenomenographic Analysis of Elementary Teacher Candidates' Conceptions of Geographyen_US
dc.typeDissertation
thesis.degree.departmentGeography
thesis.degree.disciplineGeography
thesis.degree.grantorTexas State University-San Marcos
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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