Abstract
The Czech education system is said to be very rigid. It fails to implement change and therefore our pupils fall behind in international comparisons.
Based on the existing research (Mullis et.al. 2004;Bednarz et al. 2006),we anticipate that there will be problems with teachers' implementation of complex and cognitively demanding map skills development, so we focused on finding the causes of problems in implementing such map work development.Within our research, we explore the area of teachers' personal conceptions.We research it in order to explore what kind of teaching a given teacher would like to see, what is important for them in teaching.The teacher should then try to implement this personal conception in their teaching in order to set appropriate goals for each lesson and then implement them in these lessons. Thus, our research will focus on the congruence of these three areas - personal conception of teaching map skills development, teaching objectives and implemented teaching.
All areas will be examined in terms of the map skills occurring, which correspond to different cognitive levels of map work. The poster will present the results of a study of 20 lower secondary teachers in the Czech Republic who participated in an experiment consisting of a video study of one lesson and an interview focusing on the development of mapping skills.
By comparing personal conceptions of teaching, the goals the teacher set for the filmed lesson and the reality of the filmed lesson, we found out whether or not the same skills are developed at these levels. If they are congruent, it indicates a systematic plan and its implementation in the development of mapping skills.
Do teachers have a plan and develop map skills systematically? The data show that the greatest degree of systematic approach occurs in the skill of localisation of places on a map.It turns out that Czech teachers have a major problem in setting teaching objectives and implementing them in practice.