Preservice Primary Teachers’ Depth and Accuracy of Knowledge of Tropical Cyclones

Rod Lane, Simon Catling

    Research output: Contribution to journalArticlepeer-review

    9 Citations (Scopus)

    Abstract

    Climatic hazards are a key feature of life. It is vital that teachers are knowledgeable about these phenomena in order to develop their students’ understanding of them. This study used a mixed methods approach to examine the accuracy and depth of preservice primary teachers’ (n = 430) knowledge of tropical cyclones. The findings suggest that prospective primary teachers hold alternative conceptions about the causes, spatial distribution, and impacts of these phenomena and that their explanations of processes lack structural complexity and integration. Issues raised by these findings and implications for teachers’ geographical knowledge and their professional standards and preservice teacher education are discussed.

    Original languageEnglish
    Pages (from-to)198-211
    Number of pages14
    JournalJournal of Geography
    Volume115
    Issue number5
    DOIs
    Publication statusPublished - 2 Sep 2016

    Keywords

    • alternative conceptions
    • geography
    • pre-service teachers
    • primary
    • tropical cyclones

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