Primary Education teachers’ academic, employment, personal and geographical context and the development of active geographical learning methodologies in Spain
Main Article Content
Abstract
Geography holds a marginal position within the Primary Education cycle in Spain. This has led to the decision to conduct a study on the characteristics of Geography teaching in Primary Education establishments in our country using a survey that has proved the dissemination of active learning methodologies based on fieldwork and the use of students’ immediate environment. The implementation of active methods linked to local area and fieldwork, both strategies that are linked to every day’s geographies or ethnogeographies, has not reached large approach dimensions in Spain. Their development is conditional on training in the area of Geography, geographical context, type of school center, acquired teaching experience, and, even, gender (female vs. male teachers).