Work

Geography curriculum fidelity in map-skills development: Examining teachers’ personal concepts, lesson objectives, and observed lessons

Year: 2023

Type: article

Abstract: Quality education requires teachers to approach the curriculum systematically. Systematicity in education can be viewed from different perspectives. One of these is fidelity across the different levels of the curriculum: planned, implemented, and acquired. The basic premise is that what has been planned should be implemented and mastered. Therefore, transitions between different levels of the curriculum should not trigger unintentional changes in objectives, contents, and so forth. Thus, this study aims to examine curriculum fidelity and systematicity, specifically, the links between the planned and the implemented curriculum, in one specific segment of geography education: map skills. To this end, a combination of observations and recordings of model lessons and interviews was used to research 20 lower secondary school teachers and their lessons. The results suggest little systematicity in the development of map skills, that is, only weak fidelity between the planned and implemented curriculum. Particularly, a fundamental problem was observed in setting the learning objectives of a concrete lesson.

Source: Geografie

DOI: 10.37040/geografie.2023.016

Authors: Kristýna Štolcová, Martin Hanus, Dana Řezníčková

Institution: Charles University

Language: English

Topic: Geography Education and Pedagogy

Subfield: Geography, Planning and Development

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Estimated APC paid: $395