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TEACHERS' PERCEPTUAL UNDERSTANDING OF MAPWORK AND THEIR STYLES OF MAPWORK TEACHING AT FORMS 1–3 LEVELS IN HONG KONG

TEACHERS' PERCEPTUAL UNDERSTANDING OF MAPWORK AND THEIR STYLES OF MAPWORK TEACHING AT FORMS... This is an exploratory study to examine the influence of Hong Kong Forms 1–3 geography teachers' perception of mapwork on their teaching style. The findings reveal no observable relationship between teachers' perceptual understanding patterns and their styles of mapwork teaching. However, two groups of teachers are identified with the first group of teachers emphasising practical map skill objectives with an inductive teaching approach. They perceive more teaching difficulties while the second group of teachers emphasises far-reaching advanced objectives using a deductive teaching approach and perceive fewer teaching difficulties. Teachers in both groups are more concerned with the teaching of the decoding aspect of map skill manipulation. But the teaching of map concepts and the encoding aspect of map drawing are much neglected. Despite the majority of the teachers claiming that they have taught mapwork through some means of integration, results indicate that nearly half of the schools are still teaching mapwork as a discrete block or as a separate unit in the curriculum. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asian Geographer Taylor & Francis

TEACHERS' PERCEPTUAL UNDERSTANDING OF MAPWORK AND THEIR STYLES OF MAPWORK TEACHING AT FORMS 1–3 LEVELS IN HONG KONG

Kwan, Tammy Yim-lin
Asian Geographer , Volume 13 (2): 20 – Jan 1, 1994
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TEACHERS' PERCEPTUAL UNDERSTANDING OF MAPWORK AND THEIR STYLES OF MAPWORK TEACHING AT FORMS 1–3 LEVELS IN HONG KONG

Abstract

This is an exploratory study to examine the influence of Hong Kong Forms 1–3 geography teachers' perception of mapwork on their teaching style. The findings reveal no observable relationship between teachers' perceptual understanding patterns and their styles of mapwork teaching. However, two groups of teachers are identified with the first group of teachers emphasising practical map skill objectives with an inductive teaching approach. They perceive more teaching...
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Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
2158-1762
eISSN
1022-5706
DOI
10.1080/10225706.1994.9683991
Publisher site
See Article on Publisher Site

Abstract

This is an exploratory study to examine the influence of Hong Kong Forms 1–3 geography teachers' perception of mapwork on their teaching style. The findings reveal no observable relationship between teachers' perceptual understanding patterns and their styles of mapwork teaching. However, two groups of teachers are identified with the first group of teachers emphasising practical map skill objectives with an inductive teaching approach. They perceive more teaching difficulties while the second group of teachers emphasises far-reaching advanced objectives using a deductive teaching approach and perceive fewer teaching difficulties. Teachers in both groups are more concerned with the teaching of the decoding aspect of map skill manipulation. But the teaching of map concepts and the encoding aspect of map drawing are much neglected. Despite the majority of the teachers claiming that they have taught mapwork through some means of integration, results indicate that nearly half of the schools are still teaching mapwork as a discrete block or as a separate unit in the curriculum.

Journal

Asian Geographer – Taylor & Francis

Published: Jan 1, 1994

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