Master in Geography Teaching – a content analysis of Portuguese reports
Abstract
In this article, it is our intention to present and discuss a content analysis that we made to master reports on Geography Teaching from different universities in Portugal done between 2017 and 2020 and published online in the repositories of the universities. Here, we show the distribution of research topics of these reports in a global way and comparing the universities. From this point, we discuss missing and less represented topics in these reports in order to identify research gaps to be filled in near future in order to make this process of teacher training in Geography, that asks to the new teacher to develop and small action research, fitting better with key topics in Geography Education research. From our data, we are able to conclude that the majority of these master reports refer to topics connected with “strategies and didactical resources” and “methods of teaching/learning” and only a small quantity of them refer to topics as “Citizenship and Human Rights”, “Technologies of Geographical Information and Spatial Thinking” or “ESD/Environment”.References
Alexandre F., “Epistemological awareness and geographical education in Portugal: the practice of newly qualified teachers”, International Research in Geographical and Environmental Education, 18, 4, 2009, pp. 253-259.
Alexandre F., Formação reflexiva de professores e Cidadania – contributo para o estudo das práticas de formação inicial de professores de Geografia, Lisboa, Universidade Aberta, 2013, https://repositorio aberto.uab.pt/handle/10400.2/2645.
Alexandre F. and Ferreira M., “The ‘Universitisation’ of Geography Teacher Training in Portugal: Reflecting on its Results and Weaknesses”, Review of International Geographical Education Online, 5, 3, 2015, pp. 293-315.
Al-Maamari S., “Developing global citizenship through geography education in Oman: exploring the perceptions of in-service teachers”, International Research in Geographical and Environmental Education, 2020.
Bagoly-Simó P., Hemmer I. and Reinke V., “Training ESD change agents through geography: designing the curriculum of a master’s program with emphasis on Education for Sustainable Development (ESD)”, Journal of Geography in Higher Education, 42, 2, 2018, pp. 174-191.
Bikar S., Rabe Z. and Rathakrishnan B., “Analyze of Conceptual Understanding of Earthquakes among Geography Teachers in Ranau, Sabah”, Review of International Geographical Education, 11, 2, 2021, pp. 429-448.
Braga F., A cidadania territorial na formação inicial de professores de geografia em universidades portuguesas e brasileiras, Lisboa, Universidade de Lisboa, 2018, https://repositorio.ul.pt/handle/10451/35140.
Cachinho H., “Criar asas: dos desafios da formação de professores de geografia na pósmodernidade”, Revista de Educação Geográfica / UP, 1, 2017, pp. 9-19.
Cachinho H., “Desafios da Formação em Geografia e na Educação Geográfica, Conhecimento Poderoso e Conceitos Liminares”, Revista Educação Geográfica em Foco, 3, 6, 2019.
Castro F., Nunes A. and Nossa P. (Coord.), Ensinar Geografia – formação inicial de professores e propostas de aplicação didático-pedagógicas, Coimbra, CEGOT, 2019.
Chang C., “Teaching and Learning Geography in pandemic and post-pandemic realities”, J-READING (Journal of Research and Didactics in Geography), 2, 9, 2020, pp. 31-39.
Claudino S., “A formação inicial de professores de Geografia: por uma recontextualização disciplinar e formativa”, Revista Plures Humanidades, 12, 15, 2011, pp. 13-33.
Coutinho C., Sousa A., Dias A., Bessa F., Ferreira M. and Vieira S., “Investigação- Acção: metodologia preferencial nas práticas educativas”, Psicologia Educação e Cultura, XIII, 2, 2009, pp. 455-479.
Dinis R., Porteiro J., Costa S. and Gregório R., “Formação de professores em B-Learning na Universidade dos Açores: reflexão sobre a experiência formativa na área de História, Geografia e Cultura dos Açores (Portugal)”, Brazilian Journal of Education, Technology and Society, 11, 4, 2018, pp. 594-612.
Dong-Min L., “Cultivating preservice geography teachers’ awareness of geography using Story Maps”, Journal of Geography in Higher Education, 44, 3, 2020, pp. 387-405.
Francischett M. and Claudino S., “O sentido de olhar para a formação da docência em Geografia em Portugal e no Brasil”, Revista Brasileira de Educação em Geografia, 7, 13, 2017, pp. 359-381.
Golightly A., “Self- and peer assessment of preservice geography teachers’ contribution in problem-based learning activities in geography education”, International Research in Geographical and Environmental Education, 30, 1, 2021, pp. 75-90.
Goodchild M., “NeoGeography and the nature of geographic expertise”, Journal of Location Based Services, 3, 2, 2009, pp. 82-96.
Gromoni R. and Pezzato J., “Tecnologias de Informação e Comunicação nos cursos de formação de professores de Geografia no Brasil, na Espanha e em Portugal”, 14º Encontro Nacional de Prática de Ensino de Geografia, Campinas, 2019, pp. 3456-3464.
Harte W., “Preparing Preservice Teachers to Incorporate Geospatial Technologies in Geography Teaching”, Journal of Geography, 116, 5, 2017, pp. 226-236.
Hursen C. and Beyoğlu D., “The Effect of Geography Teaching Curriculum Enriched with Virtual Reality Applications on Teacher Candidates’ Interest for the Course, Achievement and the Tendencies to Utilise Information Technologies”, Postmodern Openings, 11, 3, 2020, pp. 73-94.
Kerski J., “The implementation and Effectiveness of Geographic Information Systems Technology and Method in Secondary Education”, Journal of Geography, 102, 2003, pp. 128-137.
Knecht P., Spurná M. and Svobodová H., “Czech secondary pre-service teachers’ conceptions of geography”, Journal of Geography in Higher Education, 44, 3, 2020, pp. 458-473.
Krippendorff K., Content Analysis – an introduction to its methodology, Thousand Oaks, Sage, 2004.
Lako P. and Mubita K., “Barriers to Geography Teachers’ Engagement with Research in Selected Secondary Schools of Serenje District in Central Zambia”, International Journal of Research and Innovation in Social Science, V, II, 2021, pp. 72-78.
Lauffenburger M., Biersack J., Kanwischer D. and Schulze U., “Partizipation und geographischer Lehrkräftebildung – Eine explorative Studie zu den Gelingensbedingungen für die Förderung partizipativer Fähigkeiten”, Open Spaces – Zeitschrift für Didaktiken der Geographie, 02, 2020, pp. 4-15.
Martins F., “Formar professores no ensino superior: o caso da formação inicial de professores de Geografia da Faculdade de Letras da Universidade do Porto”, in Leite C. and Zabalza M. (Coord.), Ensino Superior – Inovação e qualidade na docência, Porto, CIIE, 2012, pp. 7870-7882.
Martins F. and Correia L., “A formação de professores de História e Geografia na Faculdade de Letras da Universidade do Porto. O percurso à luz do processo de Bolonha (2008-2012)”, Revista de Geografia e Ordenamento do Território, 1, 2012, pp. 127-142.
McNiff J. and Whitehead J., Action Research: principles and practice, London, Routledge, 2002.
Nascimento M., Formação inicial de professores de Geografia no Ceará, Brasil e em Portugal: a relação entre a universidade e a escola, Lisboa, Universidade de Lisboa, 2019, https://repositorio.ul.pt/bitstream/10451/3793 9/1/ulsd733024_td_Maria_Nascimento.pdf.
Nascimento M., Claudino S. and Albuquerque M., “Currículo e formação inicial de professores de geografia no Ceará, Brasil e Portugal: onde se encontram a escola e a universidade?”, in Sebastiá Alcaraz R. and Tonda Monllor E. (Ed.), La investigación e innovación en la enseñanza de la Geografia, Universidad de Alicante, 2016, pp. 693-705.
Nascimento M. and Nunes S., “A formação inicial de professores de Geografia no Brasil e em Portugal: aspetos da constituição da identidade profissional docente”, Perspectiva – Revista do Centro de Ciências da Educação, 36, 4, 2018, pp. 1241-1264.
Pacheco E., Martinha C. and Costa A., “Research on Geography Teaching and Teacher Education in Portugal”, Romanian Review of Geographical Education, IV, 2, 2015, pp. 5-19.
Pacheco E. and Solé G., “Ser professor da geração Alpha – os desafios da profissionalização para a docência e a promoção de competências em História e Geografia”, Enseñanza de las ciencias sociales para una ciudadanía democrática Estudios en homenaje al profesor Ramón López Facal, Barcelona, Octaedro, 2021, pp. 71-90.
Pesaresi C., Applicazioni GIS. Principi metodologici e line di ricerca. Esercitazioni ed esemplificazioni guida, Novara, Utet-De Agostini, 2017.
Puttick S. and Warren-Lee N., “Geography mentors’ written lesson observation feedback during initial teacher education”, International Research in Geographical and Environmental Education, 2020.
Rushton E., “Building Teacher Identity in Environmental and Sustainability Education: the perspectives of preservice secondary school Geography teachers”, Sustainability, 13, 2021.
Shimizu R., Leitura Curricular da Formação de Professores de Geografia: Brasil, Espanha e Portugal, Rio Claro, Universidade Estadual Paulista, 2015, https://repositorio.unesp.br/ handle/11449/132209.
Shimizu R. and Pezzato J., “Formação de professores de Geografia no Brasil, na Espanha e em Portugal: uma leitura das estruturas curriculares vigentes em 2013”, EDUR Educação em Revista, 33, 2017, pp. 1- 16.
Solé G., Pacheco E. and Soares L., “Formação de professores de Geografia e História em Portugal: uma década de investigação-acção pós Bolonha”, Revista Interuniversitaria de Formación del Profesorado, 95, 34.3, 2020, pp. 33-56.
Walshe N., “Developing trainee teacher practice with geographical information systems (GIS)”, Journal of Geography in Higher Education, 41, 4, 2017, pp. 608-628.
Downloads
Published
Issue
Section
License
The Author assigns to the Nuova Cultura and to Italian Association of Geography Teachers all rights under copyright that can exist in and to the submitted paper. The Author warrants that the paper and images (photos, maps, graphs etc.) are original and that he/she is the Author of the submitted contribution and its parts; in the case of images taken by other publications, the Author must provide a specific authorization and must pay in advance any copyright.
This work is licensed under a Creative Commons Attribution 4.0 International License.
