A phenomenological study of the meaning of geography teacher-researcher identities

References

• Ahn, J. U., & Kim, B. Y. (2016). The development process and main characteristics of 2015 revised Korean geography national curriculum. The Journal of Korean Association of Geographic and Environmental Education, 24(1), 61–70. [in Korean].
   Google Scholar
• Banegas, D. L. (2012). Identity of the teacher-researcher in collaborative action research: Concerns reflective in a research journal. Profile, 14(2), 29–43.
   Google Scholar
• Bednarz, S. W. (2002). Using action research to implement the National Geography Standards: Teachers as researchers. Journal of Geography, 101(3), 103–111.
   Web of Science ®Google Scholar
• Brooks, C. (2010). How does one become a researcher in geography education? International Research in Geographical and Environmental Education, 19(2), 115–118.
   Google Scholar
• Brooks, C. (2015). Research and professional practice. In G. Butt (Ed.), MasterClass in Geography Education (pp. 31–44). London: Bloomsbury.
   Google Scholar
• Brooks, C. (2018). Insights on the field of geography education from a review of master’s level practitioner research. International Research in Geographical and Environmental Education, 27(1), 5–23.
   Web of Science ®Google Scholar
• Brown, P. U., Castle, K., Rogers, K. M., Feuerhelm, C., & Chimblo, S. (2007). The nature of primary teaching: Body, time, space, and relationships. Journal of Early Childhood Teacher Education, 28(1), 3–16.
   Google Scholar
• Butt, G. (2010). Which methods are best suited to the production of high-quality research in geography education? International Research in Geographical and Environmental Education, 19(2), 103–107.
   Google Scholar
• Butt, G., & Lambert, D. (2014). International perspectives on the future of geography education and the role of national standards. International Research in Geographical and Environmental Education, 23(1), 1–12.
   Google Scholar
• Cho, C. (2016). Exploring process of curriculum development for integrated social studies subject. The Journal of the Korean Association of Geographic and Environmental Education, 24(1), 47–60. [in Korean].
   Google Scholar
• Cho, K., & Chong, S. (2016). A study on the concept and infringement remedy of teachers’ rights. Journal of Education and Culture, 22(6), 33–57.
   Google Scholar
• Converse, M. (2012). Philosophy of phenomenology: How understanding aids research. Nurse Researcher, 20(1), 28–32.
   PubMedGoogle Scholar
• Cypress, B. S. (2011). The lived ICU experience of nurses, patients and family members: A phenomenological study with Merleau-Pontian perspective. Intensive & Critical Care Nursing, 27(5), 273–280.
   PubMedGoogle Scholar
• Donalek, J. G. (2004). Phenomenology as a qualitative research method. Urologic Nursing, 24(6), 516–517.
   PubMedGoogle Scholar
• Dowling, M. (2007). From Husserl to van Manen. A review of different phenomenological approaches. International Journal of Nursing Studies, 44(1), 131–142.
   PubMed Web of Science ®Google Scholar
• Gentles, S. J., Charles, C., Ploeg, J., & McKibbon, K. A. (2015). Sampling in qualitative research: Insights from an overview of the method literature. The Qualitative Report, 20(11), 1772–1789.
   Web of Science ®Google Scholar
• Girod, M., & Pardales, M. (2002). “Who am I becoming?” identity development in becoming a teacher-researcher. Paper Presented in the Annual Meeting of the American Educational Research Association. Washington, DC: American Educational Research Association.
   Google Scholar
• Han, C., & Lee, G. (2018). An analysis of the characteristics and issues about the 2015 revised social studies curriculum. Journal of Educational Innovation Research, 28(1), 99–117. [in Korean].
   Google Scholar
• Holmqvist, M., Bergentoft, H., & Selin, P. (2018). Teacher researchers creating communities of research practice by the use of a professional development approach. Teacher Development, 22(2), 191–209.
   Web of Science ®Google Scholar
• Jamjoom, M. I. (2010). Female Islamic Studies teachers in Saudi Arabia: A phenomenological study. Teaching and Teacher Education, 26(3), 547–558.
   Web of Science ®Google Scholar
• Keskin, Y., Keskin, S. C., & Söylemez, H. (2014). Phenomenological study of social studies teachers and values education in Turkey. Procedia - Social and Behavioral Sciences, 116, 4526–4531.
   Google Scholar
• Kim, D. (2017). A study on geography education knowledge base of geography teachers in the secondary school teacher appointment examination. The Journal of Korean Association of Geographic and Environmental Education, 25(1), 77–88. [in Korean].
   Google Scholar
• Kim, D.-S. (2010). Qualities of teachers and teacher-student relationship in the Chosun Dynasty. Journal of Korean Education, 37(1), 5–27. [in Korean].
   Google Scholar
• Kyles, C. R., & Olafson, L. (2008). Uncovering preservice teachers’ beliefs about diversity through reflective writing. Urban Education, 43(5), 500–518.
   Web of Science ®Google Scholar
• Lambert, D. (2010). Geography education research and why it matters. International Research in Geographical and Environmental Education, 19(2), 83–86.
   Google Scholar
• Lambert, D. (2015). Research in geography education. In G. Butt (Ed.), Masterclass in geography education: Transforming teaching and learning (pp. 30–48). London: Bloomsburry.
   Google Scholar
• Lee, D.-M. (2018). Toward a typology of changes in primary teachers’ awareness of geography based on receiving graduate education. Journal of Geography, 117(5), 216–228.
   Web of Science ®Google Scholar
• Lee, S. H. (2016). An analysis on the GIS-related contents of high school Korean geography: Focus on 2009 revised national education curriculum. Journal of the Association of Korean Photo-Geographers, 26(4), 55–72. [in Korean].
   Google Scholar
• Lee, S.-C., Kim, H.-Y., & Hong, C.-N. (2012). An analysis of the impact of teacher’s motivation to select teaching profession on satisfaction and performance. The Journal of Elementary Education, 25(4), 239–260. [in Korean].
   Google Scholar
• Lidstone, J., & Stoltman, J. (2008). Why does educational research receive such low respect? International Research in Geographical and Environmental Education, 14(3), 157–159.
   Google Scholar
• Lim, E.-J. (2009). A theoretical approach to authentic activity and its application in geography classroom. Social Studies Education, 48(4), 1–17. [in Korean].
   Google Scholar
• Marsh, M. M., & Vagliardo, M. (2002). The commingling of teacher researcher identities: A mediated approach to teaching action research. Educational Action Research, 10(2), 275–289.
   Google Scholar
• Morse, J. M. (2000). Determining sample size. Qualitative Health Research, 10(1), 3–5.
   Web of Science ®Google Scholar
• Park, C. W. (2016). Identity and action of geographical education in 2015 national curriculum for social studies. The Journal of the Korean Association of Geographic and Environmental Education, 24(1), 1–13. [in Korean].
   Google Scholar
• Reis-Jorge, J. (2007). Teachers’ conceptions of teacher-research and self-perceptions as enquiring practitioners: A longitudinal case study. Teaching and Teacher Education, 23(4), 402–417.
   Web of Science ®Google Scholar
• Sloan, A., & Bowe, B. (2014). Phenomenology and hermeneutic phenomenology: The philosophy, the methodologies, and using hermeneutic phenomenology to investigate lecturers’ experiences of curriculum design. Quality & Quantity, 48(3), 1291–1303.
   Web of Science ®Google Scholar
• Starks, H., & Trinidad, S. B. (2007). Choose your method: A comparison of phenomenology, discourse analysis, and grounded theory. Qualitative Health Research, 17(10), 1372–1380.
   PubMed Web of Science ®Google Scholar
• Taylor, L. A. (2017). How teachers become teacher researchers: Narrative as a tool for teacher identity construction. Teaching and Teacher Education, 61, 16–25.
   Web of Science ®Google Scholar
• van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. New York, NY: Routledge.
   Google Scholar