Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/230252 
Year of Publication: 
2020
Citation: 
[Journal:] Tijdschrift voor economische en sociale geografie [ISSN:] 1467-9663 [Volume:] 111 [Issue:] 3 [Publisher:] Wiley [Place:] Hoboken, NJ [Year:] 2020 [Pages:] 224-238
Publisher: 
Wiley, Hoboken, NJ
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: 
cc-by-nc-nd Logo
Document Type: 
Article
Document Version: 
Published Version

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