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ABSTRACT
Despite numerous efforts to improve geographical teacher training, student teachers often develop inert theoretical knowledge during their studies. Teachers’ deeply rooted implicit orientations concerning geography classes, which are important for future classroom practice and professional learning at university, are a major reason for the theory practice problem. Consequently, the question arises how a seminar has to be (re)structured in order to tie in different orientations of student teachers. It is challenging to break with such orientations once they have formed. Consequently, in addition to professional theoretical knowledge, future teachers’ studies should especially focus on developing a professional habitus through constant self-questioning. As a starting point, there is a need to know the professional orientations of student teachers in the subject of geography. Different patterns of orientations result in the possible habitus of future teachers. This study was conducted in the context of a seminar in Germany on the use of experiments in geography classrooms. Four different types of student teachers were reconstructed using the documentary method: “Achievement-Oriented Studying”, “Application-Oriented Studying”, “Experience-Oriented Studying” and “Cognition-Oriented Studying”. The typology enables lecturers to enter reflection processes with the student teachers about their orientations. Recommendations on organizing and structuring comparable seminars are provided.
Disclosure statement
No potential conflict of interest was reported by the authors.
Supplementary Material
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