Defining Primary Geography from Teachers’ Expertise: What Chilean Teachers Mean by Geography

Year 2015, Volume: 5 Issue: 2, 166 - 184, 31.08.2015

Victor Salınas-sılva Patricio Perez-gallardo Andoni Arenas-martıja

Abstract

This article examines teachers’ subject expertise in a
context where geography could be considered a neglected school subject. Using
an empirical approach to the problem, the article aims to provide a view on the
dynamics of teaching primary geography in Chile, through considering teachers’
narratives on curriculum making and their associated conceptualisations of the
discipline. 21 rural educators were interviewed about geography education to
gain a general view of primary geography in the country. Findings reveal the
need to understand how teachers conceive of and accommodate geographical
knowledge. Even though there is a recognised chain of pressures regarding
curriculum changes and deficient initial teacher training, geography as a
school subject is still in place because of teachers’ practices. Recognising
their dynamics will shed light on how to make geography sustainable as a school
subject in the future. 

Keywords

Subject expertise, primary geography, geography education, geographical knowledge, Chile

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