Field-based enquiry in geography: the influence of Singapore teachers’ subject identities on their practice

Abstract

This qualitative study examines the influence of teachers’ subject identities on how four secondary school teachers in Singapore conduct field-based enquiry about water quality in geography. Given the complex interactions noted in the literature among teachers’ academic and school training, their academic subject specialisms and their practice, it also interrogated the influence of teachers’ subject specialisations on their practice. In general, it was found that the teachers shared concerns about water conservation and environmental sustainability in their practice of enquiry with their students. However, divergence in teachers’ emphases when conducting GI was also noted, which could be partly attributed to the influence of their other subject specialisations. This underscores the importance of attention to teachers’ subject identities in geography education research, as well as in pre-service and professional development courses for teachers.

Keywords:

• Subject identities
• field-based enquiry
• teaching practice
• teacher agency

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This study was funded by Singapore Ministry of Education under the Education Research Funding Programme (OER 19/15 TS) and administered by the National Institute of Education, Nanyang Technological University, Singapore.