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Abstract
This study aimed to interpret the meaning of primary geography teacher-researcher identities (PGTRIs) using phenomenology according to van Manen. Four emerging themes explained the meaning and characteristics of PGTRIs. The participating primary geography teacher-researchers (PGTRs) developed particular identities as practitioner agents of primary geography education research. Based on their aspirations for geography education research and their awareness of the problems in primary geography education, the PGTRs aimed to innovate in primary geography education and primary classroom-embedded geography education research and to connect primary classrooms with the academic world. The results provide an in-depth understanding of the meaning of research and education for PGTRs and their identities.
Acknowledgments
This work obtained ethical approval from the Institutional Review Board of Catholic Kwandong University (CKU-19-02-0105).
Notes
1 The term primary in primary geography, primary school, and primary education can be replaced with the term elementary, as many countries, including South Korea, usually use the latter term instead of the former term. Nevertheless, geography education researchers have usually used the term primary (Lane and Catling Citation2016; Simmonds Citation2013; William and Catling 1985); thus, this study examined the meaning of primary geography teacher-research identities.
2 For example, early childhood education does not clearly classify geographical and mathematical spatial thinking (Clements Citation2004).
3 The Daegu-cheon Stream flows through Daegu Metropolitan City, South Korea. Since the middle of the 20th century, most parts of this stream have been covered due to urbanization (Song and Kang Citation2017).