Journal article

Publication year: 2016

Pages: 12-23

Journal: Journal of Geography

Volume number: 115

Issue number: 1

ISSN: 0022-1341

eISSN: 1752-6868

DOI Link: https://doi.org/10.1080/00221341.2015.1016546

Publisher: Taylor and Francis Group

Abstract: 
In spite of various actions, the implementation of GIS (geographic information systems) in German schools is still very low. In the presented research, teaching experts as well as teaching novices were presented with empirically based constraints for implementation stemming from an earlier survey. In the process of various group discussions, the participants developed ideas for overcoming the constraints in the field of continuing teacher education among others. These ideas were used to create empirically based strategies for the future design of training activities in continuing education of teachers while taking these constraints into account. These strategies were later validated externally by comparing them to empirical findings on effects of training activities in continuing teacher education in general and empirical findings on GIS implementation from other studies.

Harvard Citation style: Hoehnle, S., Foegele, J., Mehren, R. and Schubert, J. (2016) GIS Teacher Training: Empirically-Based Indicators of Effectiveness, Journal of Geography, 115(1), pp. 12-23. https://doi.org/10.1080/00221341.2015.1016546

APA Citation style: Hoehnle, S., Foegele, J., Mehren, R., & Schubert, J. (2016). GIS Teacher Training: Empirically-Based Indicators of Effectiveness. Journal of Geography. 115(1), 12-23. https://doi.org/10.1080/00221341.2015.1016546