Place Names in Geography Education in Uganda: An Exploration of Teacher Trainees’ Knowledge and Research Skills
Author(s)
Alice Merab Kagoda (Ph.D) , Mr. Eliab Muhindo , Mr. Martin Obale ,
Download Full PDF Pages: 19-26 | Views: 1030 | Downloads: 236 | DOI: 10.5281/zenodo.3408103
Abstract
Teacher trainers assume that when students join the School of Education from high school they have basic knowledge and skills of the subjects they are expected to teach when they graduate as professional teachers. The main purpose of this study was to introduce the concept “Place Names” as a tool to help teacher trainees learn the geography of Kampala district in which their University is situated. Specifically the objectives were; to establish their understanding of the history, economy, social, cultural and human characteristics of local places in Kampala; to evaluate students’ competences in research skills; to develop in teacher trainees’ appreciation of the values of using place names in the teaching/learning of geography. Results show that teacher trainees are not aware of the geography of their surroundings outside the university campus. Teacher trainees have some knowledge and skills of research such as sketching maps, interviewing, observing and evaluation, which helped them to be well informed of their surroundings. This also helped them to understand the genesis, evolution and meaning of places. Conclusion; using place names as a strategy of teaching and learning geography, is a powerful tool in teacher education. Recommendation; The values of place names in teaching/learning geography should be exposed to students right from secondary schools to enable them understand their home environment consequently helping them internalize distant places globally.
Keywords
Place names, geography education, teacher trainee’s knowledge and research skills
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