Prospective Teachers’ Beliefs About Inclusive Geography Teaching: Impact of an Intervention

Winklmaier AS, Schubert JC (2026)

Publication Type: Journal article

Publication year: 2026

Journal

Journal of Geography Taylor & Francis (Routledge)

DOI: 10.1080/00221341.2026.2677615

Abstract

In the context of inclusive geography education, teacher beliefs play a crucial role in shaping inclusive practices. In the present study, we examined the potential of a university-based course to enhance beliefs and self-efficacy beliefs about inclusive geography teaching. A pre–post design with an experimental and untreated control group was used. Repeated measures ANOVA and MANCOVA results indicate that participation in the intervention increased both belief constructs, with a strong effect on self-efficacy beliefs and a smaller effect on general beliefs. These findings highlight the potential of targeted training to foster inclusion-related beliefs in geography teacher education.

Authors with CRIS profile

Ann-Sophie Winklmaier Lehrstuhl für Didaktik der Geographie Jan Christoph Schubert Lehrstuhl für Didaktik der Geographie

How to cite

APA:

Winklmaier, A.-S., & Schubert, J.C. (2026). Prospective Teachers’ Beliefs About Inclusive Geography Teaching: Impact of an Intervention. Journal of Geography. https://doi.org/10.1080/00221341.2026.2677615

MLA:

Winklmaier, Ann-Sophie, and Jan Christoph Schubert. "Prospective Teachers’ Beliefs About Inclusive Geography Teaching: Impact of an Intervention." Journal of Geography (2026).

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