This study researched the development of pedagogical content knowledge (PCK) of pre-service geography teachers (PGTs), adopting a place-based approach. The study planned and implemented a photovoice-based semester class on visualization, happiness and sense of place. Data were collected through photographs taken by PGTs, including their narratives and reflections and analyzed through grounded theory. The geographical place where PGTs felt happiest was the first-place they lived as a child. Participants' affective feelings of place happiness appeared attached to objects that reflected mobility such as a cellular phone or a transportation means, such as bus.

本研究采用基于地点的方法研究职前地理教师 (PGT) 的教学内容知识 (PCK) 的发展。该研究计划并实施了一个基于照片语音的学期课程，内容涉及可视化、幸福感和地方感。数据是通过 PGT 拍摄的照片收集的，包括他们的叙述和反思，并通过扎实的理论进行分析。PGT 感到最快乐的地理位置是他们小时候生活的第一个地方。参与者对地方幸福感的情感似乎依附于反映移动性的物体，如手机或公共汽车等交通工具。