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South African teachers’ conceptualisations of ‘place’ in Geography : a case study
Dissertation (MEd)--University of Pretoria, 2021.
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| Other Authors: | |
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613652972994560 |
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| access_status_str | Open Access |
| author2 | Van der Merwe, Clinton |
| author_browse | Van der Merwe, Clinton |
| author_facet | Van der Merwe, Clinton |
| collection | Thesis |
| dc_rights_str_mv | © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/83915 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:33.692Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/83915 South African teachers’ conceptualisations of ‘place’ in Geography : a case study Van der Merwe, Clinton njaphasc@gmail.com Mbewe, Nthembe Njapha, Sizwe Educational Geography Geography Geography’s ‘big’ and key concepts Concept of place School geography Teacher conceptions UCTD Education theses SDG-04 Education theses SDG-10 Education theses SDG-11 Education theses SDG-13 Education theses SDG-16 Dissertation (MEd)--University of Pretoria, 2021. Geography, like other subjects, has a set of unique concepts. In South Africa, the national curriculum for school geography (CAPS) outlines “geography’s four key” concepts; namely “place, spatial distribution, spatial processes, and human and environmental interaction”. The existing literature points out that geography is the study of places and geographers strive to comprehend how places are related and distinct from one another. This research employs a qualitative case study methodology to explore teachers’ conceptualisation(s) of the concept of ‘place’, through eight geography teachers at state and independent schools in South Africa. Data collection instruments included official document analysis, card sorting, and interviews. School geography teachers were requested to explain and describe their knowledge of the concept of ‘place’ in school geography and explain strategies as to how they facilitate and implement geographic learning of ‘place’ in their lessons. The concept of ‘place’ was overwhelmingly regarded by teachers as the most important. The study further revealed that teachers had various perspectives about place, and thus conceptualised place differently. The reason for this is that the concept of ‘place’ in geography, is open to multiple interpretations. This study illustrates the apparent relationship between teachers’ conceptualisation of the concept of ‘place’ in school geography and their ideals, educational training, social standing, working environments and teaching experience. Therefore, this study recommends that the concept of ‘place’ be unpacked in the CAPS FET Geography curriculum document so that the fundamental details on which it is founded, and which give it form, are made visible. mi2026 Humanities Education MEd Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities SDG-11: Sustainable cities and communities SDG-13: Climate action SDG-16: Peace, justice and strong institutions 2022-02-15T08:08:27Z 2022-02-15T08:08:27Z 2022-04 2021-11 Dissertation * A2022 http://hdl.handle.net/2263/83915 en © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Educational Geography Geography Geography’s ‘big’ and key concepts Concept of place School geography Teacher conceptions UCTD Education theses SDG-04 Education theses SDG-10 Education theses SDG-11 Education theses SDG-13 Education theses SDG-16 South African teachers’ conceptualisations of ‘place’ in Geography : a case study |
| title | South African teachers’ conceptualisations of ‘place’ in Geography : a case study |
| title_full | South African teachers’ conceptualisations of ‘place’ in Geography : a case study |
| title_fullStr | South African teachers’ conceptualisations of ‘place’ in Geography : a case study |
| title_full_unstemmed | South African teachers’ conceptualisations of ‘place’ in Geography : a case study |
| title_short | South African teachers’ conceptualisations of ‘place’ in Geography : a case study |
| title_sort | south african teachers conceptualisations of place in geography a case study |
| topic | Educational Geography Geography Geography’s ‘big’ and key concepts Concept of place School geography Teacher conceptions UCTD Education theses SDG-04 Education theses SDG-10 Education theses SDG-11 Education theses SDG-13 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/83915 |