Landscape in initial teacher training: a mixed-methods case study

Abstract

Landscape knowledge is essential to understand the space arround us and to interpret the possible evolution based on the analysis of the configuring elements. Therefore, it is necessary to provide teachers in training with the necessary skills to incorporate content adequately and efficiently on landscape and to incorporate landscape as an instrument in the teaching-learning process of the Social Sciences. The development of this work focuses on the analysis of the knowledge and perceptions that teachers in training have about landscape. To this end, using a mixed methodology, a questionnaire has been designed and developed which includes the collection of quantitative data (items presented on a Likert scale) and qualitative data (responses to questions on three contrasting images of landscapes). The quantitative results indicate that the subjects have theoretical knowledge about landscape. The contrast with the qualitative results indicates that theoretical knowledge is reduced when students have to justify their answers. It could indicate that they have knowledge about the landscape but lack the skills to incorporate it into a description.