Geografilärarens didaktiska verktygslåda - relationen till erfarenheter & traditioner En kvalitativ studie om undervisning i skolämnet geografi

Abstract

Geography, derived from the Greek meaning "the study of the Earth," is a discipline with strong traditions and a rich history. Throughout different historical periods and intellectual movements, however, the focus of the subject has shifted between physical geography and human geography, influenced by scientists, philosophers, and various thinkers who have proposed differing perspectives on what the subject should represent (Couper, 2015). Due to the impact of these actors, geography education in today's Swedish school system is of an interdisciplinary nature, blending elements of both physical and human geography, with components such as environmental issues, sustainable development, digital learning, and fieldwork. However, this task is more complex than it may initially appear. The subject is shaped by various traditions, including national curricula, institutional customs, and the geographical perspectives held by individual teachers. Furthermore, it is affected by both the opportunities and limitations provided by the specific workplace, such as access to didactic tools like textbooks, maps, or possibilities for outdoor education. Personal experiences and interests also influence how a teacher chooses to approach the subject in the classroom. As a result, these factors significantly shape the everyday practice of geography teachers and can be challenging to navigate. Nevertheless, today’s geography educators demonstrate a humble attitude toward the subject's interdisciplinary nature and strive to reflect this in their teaching. This pedagogical stance has developed within a specific historical and institutional context, which continues to influence how teachers understand and deliver geography education today.