Deconstructing the hidden imbalances in geography teacher education
A Fibonacci framework for ITE curriculum revision
Dados Bibliográficos
| ID | 22415143 |
|---|---|
| Autores | Michaela Spurná (0000-0003-1139-6031, Masaryk University), Peter Knecht (0000-0002-6312-5025, Masaryk University, autor correspondente) |
| Ano | 2026 |
| Páginas | 1-16 |
| Data de publicação | 2026-06-24 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Geography in Higher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03098265.2026.2692241 |
| OpenAlex | W7165804645 |
| Idioma | EN |
| Referências citadas | 40 |
With geography teacher educators (GTE) research still scarce, we introduce the Fibonacci sequence and the golden ratio as analytical tools for examining the balance of initial teacher education (ITE) for future geography teachers. Drawing on 46 in-depth interviews with GTE from nine university departments in Czechia, we investigate how they perceive ITE’s current curriculum structure and its ideal form. A novel research instrument, based on Fibonacci proportions, is used to compare the perceived weight of disciplinary knowledge, subject-specific pedagogy, and teaching practice. The findings reveal a persistent gap between the real and the ideal. Current programs are dominated by theoretical geography knowledge, while the ideal model shifts toward geography-to-teaching skills and classroom practice. This contrast highlights educators’ professional agency and the structural constraints imposed by accreditation, institutional traditions, and entrenched paradigms. The Fibonacci framework reveals hidden hierarchies in ITE curricula and guides their coherent redesign. More than a metaphor, it provides a diagnostic lens and roadmap for aligning disciplinary expertise with pedagogical application and practice. By exposing the knowledge – skills – practice imbalance, the study contributes to debates on teacher education (TE) reform and calls for a more practice-oriented geography TE model.
Curriculum · Curriculum development · Fibonacci number · Hidden curriculum · Higher education · Place-Based Education · Teaching method · Geography Education and Pedagogy · Mathematics Education and Teaching Techniques · Spatial Cognition and Navigation
Talis 2018 Results (Volume I)
Redefining teaching, re‐imagining teacher education
The role of beliefs in teacher agency
The qualitative content analysis process
Teacher agency in universities
Understanding the professional identity of university-based teacher educators
The hidden intellectual work of teacher educators
Research on teacher educators’ teacher identities
From ‘sojourning’ to standards
Geography Teachers’ Pedagogical Content Knowledge
Making the invisible visible
Reflecting on the powers, possibilities and constraints of geography curricula in England, Finland and Sweden
The demise of subject-specific teacher education in England
Mass upper-secondary and tertiary education
Connecting academics’ disciplinary knowledge to their professional development as university teachers
Curriculum making in an age of crisis
Social Identities and Social Representations
Those Who Understand
Competence Measurement in (Mathematics) Teacher Education and Beyond
Relational dimensions of teacher agency
Pre-service geography teachers’ perceptions of food systems in the Korean context
Evaluating geospatial education provision
Developing pre-service teachers’ fieldwork pedagogical and content knowledge through designing enquiry-based fieldwork
The IPCC reports and HE Geography
Towards Instrumental Trainability in England? The ‘Official Pedagogy’ Of The Core Content Framework
Beyond the standard interview
Graphic elicitation
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |