Reading in geographical teaching: teacher's approach in a wider context

The dissertation is focused on the issue of disciplinary reading in the Czech Republic, which is explored through the approaches of geography teachers. The theoretical basis of the dissertation discuss the key concepts (disciplinary reading, teacher's approach, text and its difficulty) and put the studied issue into the broader context of teacher's professional learning. The research carried out within the dissertation draws on the questionnaire survey; uses the grounded theory method to analyze data. The research is divided into two parts, the first research tries to reveal in the teachers' statements how they approach the inclusion of the disciplinary reading in geography teaching, what factors prevent them from implementing the disciplinary reading and what they help. The second research is aimed at revealing the perspectives used by geography teachers to assess the difficulty of texts useful in geography teaching. Based on a paradigmatic model, a typology of geography teachers' approaches to disciplinary reading was developed. The resulting types are four and reflect different forms of the two typology categories. Typology is based on how the teacher links reading with the achievement of geographic goals, as well as the character of pupils' activities defined by levels of thought operations and..