Geography Reference
In-Depth Information
The fi ndings indicate that teachers confessed diffi culties in teaching such topics as
climate, topographic maps, map projection, and fi eld research. Teachers have few
opportunities to study the mechanisms of climatology and require more technical
instruction in this area.
Regarding topographic maps, teachers had insuffi cient instruction and experience
to effectively read and interpret the maps. A map projection has mathematical aspects
that require more in-depth formal instruction for educators to have confi dence teach-
ing the subject. Finally, there is a need for more fi eld research training.
Textbooks in schools are authorized by the government. Their content covers
various topics in geography, although the depth of coverage is limited by the fi xed
number of pages mandated by the government. Thus, the textbooks only provide a
shallow introduction to the material. There is a need for textbooks or guidebooks
tailored to non-geography majors in the teaching profession.
12.5
Geography in Universities and K-12 Geography
Education
Teacher candidates can receive a license to teach geography having only taken a few
geography classes at university. Once they become qualifi ed teachers, they may
have diffi culty imparting geographic knowledge and skills to their students. Without a
formal education background in geography, teachers lack understanding of regional
phenomena and implications at local and global levels. As a result, their students
receive an incomplete understanding of geography and are unable to effectively
communicate Japan's role in world affairs.
Teacher training programs should create content for geography classes that meet
the needs of teacher candidates as they prepare for the classroom. Universities have
a responsibility to better educate teacher candidates by updating teaching materials
and pedagogical strategies. For example, pre-service teachers should be required to
learn basic geography skills like map reading and fi eld research. The important role
of geography in our global society cannot be overlooked. This positions educators
as important vehicles for conveying the importance of geography in education, and
for administrators to make effect changes in the education system.
References
Musha K (2000) Chiri wo senmon to shinai kyoin no koko chiri kyoiku ni taisuru ishiki: Niigata
kennai no chosa wo motoni (Teacher's view of high school geographical education). Shin Chiri
(New Geogr) 48(2):12-23
Shirai T (1998) Kyoin yosei ni okeru chiri kyoiku no genjo to kadai: daigaku kaikaku no naka no
chiri kyoiku (Present status of and subjects in geographical education during teacher Training:
Geographical education under the university reforms). Chirigaku Hyoron (Geogr Rev Jpn)
71A(2):104-112
