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Elementary School Space from the Perspective of Pre-service Teachers and the Implications in Geography Education

  • Journal of the Association of Korean Geographers
  • Abbr : JAKG
  • 2019, 8(3), pp.337-348
  • DOI : 10.25202/JAKG.8.3.1
  • Publisher : Association of Korean Geographers
  • Research Area : Social Science > Geography
  • Received : November 25, 2019
  • Accepted : December 10, 2019
  • Published : December 31, 2019

Okkyong Yoon 1

1청주교육대학교 사회과교육과

Accredited

ABSTRACT

This study examines how elementary school teachers and students use school spaces, how teachers and students are related to school spaces, and changed in their perceptions about school spaces using records observed by pre-service teachers during the four weeks of practice teaching in elementary schools. Pre-service teachers recognize that elementary school spaces are not a useful structure for instruction in terms of facility safety and space efficiency. Elementary school students distinguish their own space from the space of others in the school, and are reluctant to enter the other classrooms that they perceive as spaces for others. The main entrance of the school was inaccessible to students in the past, but today it serves as the activity space for students. This case suggests that the perception of school space is not fixed but can be changed by the opinions and wills of the educational subjects.

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