GEOGRAPHY TEACHING AND GEOGRAPHIC BACKGROUND IN TEACHER TRAINING UNIVERSITY STUDIES

Abstract

Following Wartofsky (1983, p. 23), it seems opportune to “analyze or delimit the functions, modes of activity and typical procedures of science with respect to the aims or purposes it serves”. This work presents a reflection about the interest and meaning that the teaching of Geography, as an academic discipline built around a systematized body of concepts, knowledge and methodologies, has in relation to the university training of future teachers. And this in a context, the current one, in which the situation of Geography in the new Education degrees can be described as a real cornered discipline, as evidenced by the consultation to each and very one of the subjects and teaching assignments existing in the curricula of public universities in Spain. It is a matter of thinking, ultimately, a proposal with which to give coherence to teaching that from the geographic areas of knowledge is taught in the Primary Education Degrees.