Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/230252
Authors: 
Bagoly‐Simó, Péter
Hartmann, Johanna
Reinke, Verena
Year of Publication: 
2020
Citation: 
[Journal:] Tijdschrift voor economische en sociale geografie [ISSN:] 1467-9663 [Volume:] 111 [Issue:] 3 [Pages:] 224-238
Abstract: 
This paper aims to explore some of the changes affecting the teaching and learning of secondary geography as a result of the COVID‐19 pandemic. In doing so, it sets a focus on geographical knowledge and its alteration in times of extraordinary measures to diagnose its challenges. Against the background of current debates on competence‐ and standard‐based education from the sociology and history of education as well as from geography education, problem‐centred interviews served to explore the perspectives of 15 German secondary school teachers on the alterations their Geography teaching suffered since the COVID‐19 lockdown. Analytical categories were general challenges, communication with stakeholders, educational media usage, and the role of COVID‐19 in geographical knowledge acquisition. The results uncovered, along with systemic challenges, two main areas in need of consideration to redefine subject‐specific knowledge in times of competence‐based education, namely geography teachers' professional identity and perspectives on the role of geographical competencies.
Subjects: 
Geography education
Germany
interview
COVID‐19
geographical knowledge
powerful knowledge
Persistent Identifier of the first edition: 
Creative Commons License: 
http://creativecommons.org/licenses/by-nc-nd/4.0/
Document Type: 
Article
Document Version: 
Published Version

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