AUC GEOGRAPHICA
AUC GEOGRAPHICA

AUC Geographica (Acta Universitatis Carolinae Geographica) is a scholarly academic journal continuously published since 1966 that publishes research in the broadly defined field of geography: physical geography, geo-ecology, regional, social, political and economic geography, regional development, cartography, geoinformatics, demography and geo-demography.

AUC Geographica also publishes articles that contribute to advances in geographic theory and methodology and address the questions of regional, socio-economic and population policy-making in Czechia.

Periodical twice yearly.
Release dates: June 30, December 31

All articles are licenced under Creative Commons Attribution 4.0 International licence (CC BY 4.0), have DOI and are indexed in CrossRef database.

AUC Geographica is covered by the following services: EBSCO, GeoBibline, SCOPUS, Ulrichsweb and Directory of Open Access Journals (DOAJ).

The journal has been covered in the SCOPUS database since 1975 – today
https://www.scopus.com/source/sourceInfo.uri?sourceId=27100&origin=recordpage

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The journal has been indexed by the Polish Ministry of Science and Higher Education (MSHE) on the list of scientific journals recommended for authors to publish their articles. ICI World of Journals; Acta Universitatis Carolinae, Geographica.

Scopus Journal Metric

SJR (SCImago Journal Rank) (2020): 0.193
SNIP (Source Normalized Impact per Paper) (2020): 0.842
CiteScore (2020): 1.00

The journal is archived in Portico.

AUC GEOGRAPHICA, Vol 55 No 2 (2020), 218–228

Reading assignments in geography instruction: a (non-)functional part of a teacher’s approach

Michala Kafková, Dana Řezníčková

DOI: https://doi.org/10.14712/23361980.2020.16
announced: 04. 11. 2020

abstract

This article presents results of the research focused on reading assignments in geography teaching. The approaches of Czech geogra-phy teachers to reading assignments are explored by using the method of grounded theory. Altogether 22 teachers from secondary school participated in the research. The typology of teacher approaches and the identification of factors that influence the teacher’s inclusion of reading assignments in the disciplines was developed. The teachers’ attitudes show that their preferences in the gen-eral notion of (not only) geography are reflected, and that the constructs of their beliefs or personal theory play an important role. These factors can take on both supportive and limiting forms, depending on the context that is shown in the article with the aid of a paradigmatic model. The results are situated in relation to the teacher’s professional learning.

keywords: reading assignments; geography; professional knowledge; vision and action; teacher’s beliefs; grounded theory; secondary school; Czechia

Creative Commons License
Reading assignments in geography instruction: a (non-)functional part of a teacher’s approach is licensed under a Creative Commons Attribution 4.0 International License.

210 x 297 mm
published: 2 x per year
print price: 200 czk
ISSN: 0300-5402
E-ISSN: 2336-1980

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