Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17664
Title: 
Context and embodiment: Investigating the subject conceptions and practice of pre-service geography teachers in Singapore
Authors: 
Keywords: 
Subject conceptions
Power structures
Embodiment
Pre-service teachers
Singapore
Issue Date: 
2009
Citation: 
Seow, T. (2009). Context and embodiment: Investigating the subject conceptions and practice of pre-service geography teachers in Singapore. Research in Geographic Education, 11(2), 7-27.
Abstract: 
Research on teachers' subject conceptions of geography has contributed to
a better understanding of how teachers perceive geography, and has explicated
the relationships between teachers' conceptions and their practice. However,
such research tends to neglect two important influences on teachers' subject
conceptions and classroom practice: power structures and embodiment. The
paper argues for an interrogation of the influence of power structures on the
way pre-service secondary geography teachers in Singapore think about the
subject, and how they teach it. In addition, this article also articulates the
importance of considering the ways in which bodies are implicated in the
construction of conceptions of geography, as well as in notions of how to teach
it effectively. An analytical framework that incorporates power structures and
embodiment into a study of pre-service teachers' subject conceptions and
teaching practice is suggested as a means of integrating these two elements
within research in this area.
URI: 
ISSN: 
1529-0085
Website: 
Appears in Collections:Journal Articles

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