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Using grounded theory to understand the recognition, reflection on, development, and effects of geography teachers’ attitudes toward regions around the world

ABSTRACT This study attempts to illuminate the recognition, reflection, development, and effects of geography teachers’ attitudes toward regions around the world (ATRAWs) using Straussian grounded theory. A total of 194 concepts were categorized into 18 categories, and three types were identified. The findings of this study show that geography teachers recognize their ATRAWs as an important factor in geography teaching and attempt to develop them in more reflective and sophisticated directions. As a result, the teachers complemented their regional geography instructions, and some of them even engaged in activities to help them complement other geography teachers’ ATRAWs. These results are expected to generate meaningful discussions to encourage geography teachers’ growth and improve teacher-training methods in terms of geography teachers’ ATRAWs. Furthermore, the results imply the need to develop methods that encourage geography teachers’ drive and learning to refine their ATRAWs.