Geography Reference
In-Depth Information
Senior high school Geography B:
•
Learning how to construct maps and graphs of geographical phenomena
•
Learning that examines location and spatial extent of map elements
•
Learning that relates different geographical phenomena and seeks cause-and- effect
relationships
The survey fi ndings about student and teacher reactions to learning and teaching
can inform improvement of the fundamentals in geography education. The excep-
tional classroom implementation of Koseki was introduced above. Nevertheless,
looking at the data, one may wonder if those responsible for teaching geography are
knowledgeable about the ways of looking at and thinking about geographical phe-
nomena or are adequately trained in geographical techniques. What is the situation
of teachers on the “front line”?
The discussion below is based on the “Basic Survey of Scholastic Instruction”
(Benesse Educational Research and Development Institute
2010
), and explores the
realities of learning and teaching at all school levels and teacher awareness.
The school condition in elementary schools is often marked by teachers who
leave for work early and return home late. Teachers are at school an average of 11 h
and 29 min/day. Only 33.8 % have both Saturday and Sunday completely off. Junior
high school is similarly demanding, and teachers are at school an average of 12 h
and 3 min/day, with only 8.2 % enjoying the weekend off. In the case of senior high
schools, teachers leave for work at 7:43 a.m. and leave the school at 6:59 p.m., being
at school for 11 h and 16 min every day. Only 7.6 % of these teachers say that they
almost never go to work on Saturdays and Sundays. With increasing grade level,
teachers spend more time at school, and work outside of normal hours increases.
Teachers in elementary, junior high, and senior high school all shared the feeling
summarized by the statement, “There is a lot of school-business paperwork that has
to be written up, and I can't fi nd enough time to prepare teaching materials (Hyogo
Prefectural Maiko High School
2012
).” In senior high schools, teachers agree that
“the educational administration has no grasp of the actual situation on the ground in
the school”. This is the number one complaint (Table
11.4
). Teachers' work in the
Table 11.4
Teache
r concerns, by school category
School category
Concerns (percentage in agreement)
Elementary
School
Do not have enough time to prepare teaching materials (91.3 %)
There is a lot of paperwork that must be done (84.2 %)
The administration does not grasp conditions on the ground (76.9 %)
Junior high
school
Do not have enough time to prepare teaching materials (81.3 %)
Many students have not mastered the learning content of elementary school (80.9 %)
There is a lot of paperwork that must be done (76.9 %)
The administration does not grasp conditions on the ground (78.7 %)
There is a lot of paperwork that must be done (72.0 %)
Do not have enough time to prepare teaching materials (65.1 %)
Note
: Percentages that “strongly agree” or “agree somewhat”
Source
: Benesse Education Research and Development Institute (
2010
)
Senior high
school
