Abstract This qualitative study examines the influence of teachers’ subject identities on how four secondary school teachers in Singapore conduct field-based enquiry about water quality in geography. Given the complex interactions noted in the literature among teachers’ academic and school training, their academic subject specialisms and their practice, it also interrogated the influence of teachers’ subject specialisations on their practice. In general, it was found that the teachers shared concerns about water conservation and environmental sustainability in their practice of enquiry with their students. However, divergence in teachers’ emphases when conducting GI was also noted, which could be partly attributed to the influence of their other subject specialisations. This underscores the importance of attention to teachers’ subject identities in geography education research, as well as in pre-service and professional development courses for teachers.

中文翻译：

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地理学实地探究：新加坡教师学科身份对其实践的影响

摘要 这项定性研究检验了教师的学科身份对新加坡四名中学教师如何进行地理水质实地调查的影响。鉴于文献中指出教师的学术和学校培训、他们的学科专业和他们的实践之间存在复杂的相互作用，它还询问了教师的学科专业对其实践的影响。总的来说，发现教师在与学生的探究实践中都对节约用水和环境可持续性表示关注。然而，教师在进行 GI 时的重点也有所不同，这可能部分归因于他们其他学科专业的影响。