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

Abstract

This article examines teachers’ subject expertise in acontext where geography could be considered a neglected school subject. Usingan empirical approach to the problem, the article aims to provide a view on thedynamics of teaching primary geography in Chile, through considering teachers’narratives on curriculum making and their associated conceptualisations of thediscipline. 21 rural educators were interviewed about geography education togain a general view of primary geography in the country. Findings reveal theneed to understand how teachers conceive of and accommodate geographicalknowledge. Even though there is a recognised chain of pressures regardingcurriculum changes and deficient initial teacher training, geography as aschool subject is still in place because of teachers’ practices. Recognisingtheir dynamics will shed light on how to make geography sustainable as a schoolsubject in the future.

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