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Exploring geography teachers' perceptions towards spatial thinking in Vietnam.

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Title: Exploring geography teachers' perceptions towards spatial thinking in Vietnam.
Authors: Nguyen, Linh Tu1, Nguyen, Anh Ngoc2 anhnn.vnu@vnu.edu.vn, Solari, Osvaldo Muñiz3, Nguyen, Thao Phuong1
Source: International Research in Geographical & Environmental Education. Aug2024, Vol. 33 Issue 3, p210-226. 17p.
Subject Terms: *Geography teachers, *Teacher development, *In-service training of teachers, *Educational intervention, *Educational objectives
Geographic Terms: Vietnam
Abstract: If geography teachers appreciate the important role of spatial thinking in their disciplines, they can proactively explore educational interventions to improve the spatial thinking of their students. Our understanding of geography teachers' perceptions around spatial thinking is still in its infancy. Until now almost all studies investigating spatial thinking in teachers have focused on pre-service teachers. Therefore, this study attempts to expand our understanding by exploring the perceptions of in-service geography teachers towards spatial thinking, spatial thinking instruction, and the factors that impact enactment of spatial thinking instruction. To achieve this goal, we conducted interviews with 15 geography teachers in Vietnam. The results show that teachers' understandings reflect three components of spatial thinking (concepts of space, tools of representation, and reasoning). However, their responses also reflect ambiguous and unclear understandings about spatial thinking. These findings can inform professional development for teachers in Vietnam. [ABSTRACT FROM AUTHOR]
Copyright of International Research in Geographical & Environmental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Exploring geography teachers' perceptions towards spatial thinking in Vietnam.
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  Data: <searchLink fieldCode="JN" term="%22International+Research+in+Geographical+%26+Environmental+Education%22">International Research in Geographical & Environmental Education</searchLink>. Aug2024, Vol. 33 Issue 3, p210-226. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Geography+teachers%22">Geography teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22In-service+training+of+teachers%22">In-service training of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+objectives%22">Educational objectives</searchLink>
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  Data: If geography teachers appreciate the important role of spatial thinking in their disciplines, they can proactively explore educational interventions to improve the spatial thinking of their students. Our understanding of geography teachers' perceptions around spatial thinking is still in its infancy. Until now almost all studies investigating spatial thinking in teachers have focused on pre-service teachers. Therefore, this study attempts to expand our understanding by exploring the perceptions of in-service geography teachers towards spatial thinking, spatial thinking instruction, and the factors that impact enactment of spatial thinking instruction. To achieve this goal, we conducted interviews with 15 geography teachers in Vietnam. The results show that teachers' understandings reflect three components of spatial thinking (concepts of space, tools of representation, and reasoning). However, their responses also reflect ambiguous and unclear understandings about spatial thinking. These findings can inform professional development for teachers in Vietnam. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Research in Geographical & Environmental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/10382046.2023.2298071
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 210
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      – SubjectFull: Geography teachers
        Type: general
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: In-service training of teachers
        Type: general
      – SubjectFull: Educational intervention
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      – SubjectFull: Educational objectives
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      – SubjectFull: Vietnam
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      – TitleFull: Exploring geography teachers' perceptions towards spatial thinking in Vietnam.
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            NameFull: Nguyen, Linh Tu
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            NameFull: Nguyen, Anh Ngoc
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            NameFull: Solari, Osvaldo Muñiz
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            NameFull: Nguyen, Thao Phuong
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            – D: 01
              M: 08
              Text: Aug2024
              Type: published
              Y: 2024
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            – TitleFull: International Research in Geographical & Environmental Education
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