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Drawing from emotional geography framework promoted by Hargreaves (2000), our research sought to depict the emotional geography of two faculty members who engaged in a virtual teacher professional development (VTPD) sessions during the COVID-19 pandemic. This study aimed to focus on capturing participants’ emotional closeness or distance while they were engaging in VTPD.

This study employed narrative inquiry by exploring three-dimensional narrative inquiry space: temporality, personal-social interaction and place (Clandinin and Connelly, 2000). Following this step, the participants were interviewed online through Zoom meetings and WhatsApp to capture critical incidents of their emotional experience. All collected data were transcribed, and some data from Bahasa Indonesia were translated into English. Member checking was also done several times to ensure the accuracy of the data as well as to avoid misinterpretation. The data were analysed inductively to generate coding categories using systemic functional linguistics (SFL) language appraisal (Martin and White, 2007) and emotional geography parameter (Hargreaves, 2001b).

The findings of the study revealed that both participants experienced greater positive feeling than negative ones. The participants experienced positive feelings such as seriousness, happiness, successfulness and satisfaction. They also experienced negative feelings such as insecurity, unhappiness, dissatisfaction and impatience. Such positive and negative feelings create closeness and distance among participants, mentor and workshop organiser. This study indicates that maintaining positive feelings is a passport to succeed in VTPD.

The study has two limitations. First, its findings cannot be overgeneralised since the analysis was restricted to data gathered from a small number of participants. Second, the scope of investigation was limited in virtual situations.

The present study empirically showed that faculty members need to engage in constructing or maintaining positive emotional bond with the mentor and other participants and create conducive situations to understand their own and others’ emotions (Mayer, 2011). Practically, a mentor in VTPD may ask faculty members to voice and share their emotional experience as an evaluation tool to make VTPD programmes more successful. Future participants can benefit from these findings by engaging in emotional understanding and building a conducive situation during VTPD to develop their academic competence, agency and identity.

While previous research into VTPD in the context of higher education mainly focused on designs, attention to pedagogy of online teacher learning environments, trends toward innovation in teacher collaboration and communities of practice in online settings, the present study specifically looked into how participants emotionally engaged in VTPD, which is inevitably linked to physical, moral, sociocultural, professional and political geographies.

Because the degree of interdisciplinarity can be analyzed through citation analysis, the Journal of Historical Geography is examined for interdisciplinarity, that is, the usage of other humanities and social sciences disciplines. Findings indicate historical geography is a hybrid subfield of geography, and it is distinctively interdisciplinary and actively synthetic. Its continued vitality as the intellectual interface between the disciplines of history and geography is tied to its ability to harness other vital disciplines and subdisciplines.

Travel and tourism have had a long history in the Nordic countries, but research on tourism has a relatively short tradition in the region. Recently, academic interest in the Nordic tourism space has grown and diversified especially as a result of increasing numbers of academics and institutions involved with tourism geographies and studies and education in the region. The Nordic context has provided thematic focus areas for empirical studies that characterize tourism geographies in the region, with topics including nature-based tourism, utilization of wilderness areas, second-home and rural developments, impacts in peripheries, and tourism as a tool for regional development. In addition, there are emerging research themes outside of the traditional core topics, such as urban, events, and heritage tourism.

This chapter aims to familiarize the reader with some of the important aspects of tourism geography in the German-speaking countries. It starts with a primarily historical-genetic perspective on tourism development and the theoretical traditions associated with them. The second section describes the structure of the discipline, with a focus on the institutionalization of the field in the universities including their research specialization. The chapter maintains that tourism geography plays a marginal role compared with other subdisciplines of geography, though this is reflected primarily in its institutionalization and less so in the research undertaken. The last section deals with the current challenges and future prospects in German-speaking geographies of tourism from a problem-centered perspective.

This chapter discusses the main research interests and outputs in the various branches of geography that have influenced the study of tourism from a geographical perspective. It argues that the idiographic tradition has been transversal throughout, leading to the growing interest for tourism within the geography academic community in the last 10 years. There is a focus on the birth of specific research groups, mainly related to a constellation of new university curricula on tourism and—with few exceptions of territorial tradition—to an intermittent availability of public research funds. The chapter concludes with a more general picture of the place of tourism within the geography discipline in Italy and of evolving trends in terms of research results, dissemination, and evaluation.

This chapter reflects upon the trajectory of research in the geography of tourism in Spain. It begins with a review, including the evolution of the main topics present in the subdiscipline, with a special focus on developments since the 1990s. This is followed by an analysis of the current role and potential impact of academic tourism geography and a discussion on the recent growth in the publication of research results in international journals. Of importance are the institutional factors that explain the increasing recognition of research on the geography of tourism in Spain. Finally, the chapter discusses the hegemony of positivist approaches pivoting on land use, local and regional development, impact analysis, and landscape transformation, as well as the emerging links between Spanish tourism geography and the international mainstream schools of thought.

Studies of the social construction of markets have not determined which social environments, which we refer to as proximate social space, are most likely to trigger social construction processes. We find that U.S. nonprofit fiscal sponsors respond to greater potential for category emergence when proximate social space is defined by geography but not by market segment. Further, in addition to responding to potential claimants based on geographic peers, organizations also respond to actual claimants based on peers in the market segment. The pattern suggests that geographic social proximity triggers initial label claiming, which in turn triggers responses from market segment peers.

Depending on the research approach one uses, the development of particular bodies of knowledge over time is the result of a combination of agency, chance, opportunity, patronage, power, or structure. This particular account of the development of geographies of tourism stresses its place as understood within the context of different approaches, different research behaviors and foci, and its location within the wider research community and society. The chapter charts the development of different epistemological, methodological, and theoretical traditions over time, their rise and fall, and, in some cases, rediscovery. The chapter concludes that the marketization of academic production will have an increasingly important influence on the nature and direction of tourism geographies.

This chapter demonstrates that despite an unfavorable disciplinary climate for new academic subjects in France, tourism found its place in the French geographical scene almost 40 years ago. The first part traces the history of tourism in French geography until the epistemological turn due to the research laboratory MIT in the mid-1990s. It also focuses on the absence of knowledge of the Anglo-American literature and of multidisciplinarity in French research on tourism. The second part focuses on the valorization of tourism geography research in France, emphasizing the development of multidisciplinarity since the early 2000s, including the creation of a multi-disciplinary tourism laboratory and two journals. The chapter concludes reflecting on the possibility of a science of tourism.