The Potential and Merits of Narrative-Based Virtual Fieldwork in Preservice Geography Teacher Education

The purpose of this study is to analyze the potential and merits narrative-based virtual fieldwork in preservice geography teacher education. Virtual can effectively complement, implement, foster fieldwork. In addition, narrative closely related To proceed with research, developed a travel class for PGTs (primary teachers) that included assignments. This deduced four themes illuminate (NVF) by using phenomenographic analysis reflective journals written participating teachers who completed their NVF results suggested possibly involves PGTs’ engagement in, procedural contextual understanding of, teaching knowledge thanks its specific characteristic integrating provide concrete discussions on PGTE.