Abstract

Over the last decade, several countries have tried different processes in geography education to develop geographical thinking in schools. These processes have generated many discussions regarding the importance of geography (Gómez, et. al., 1988; Republic of Botswana, 2000). These discussions provide both challenges and oppotunities to further promote and develop geographical thinking (Bahbahani et.al. 2010; Biddulph et.al. 2015; The Critical Thinking Consourtium 2010-2011; Lidstone and Williams 2006; MINEDUC 1999, 2012, 2013). This chapter contributes further to these discussions through its focus on a research project: What geography do we teach? The meaning of the Geographical phenomena in instructional practies of Teachers in the Teacher of Teachers network and Rural Micro Centre, which was conducted in 2013-2014 with geography teachers in Chile