The relation between the knowledge of school geography and academic geography: impacts in teacher training

Abstract

The discussion about pre-service teacher education and teacher knowledges have become an object of study by the science and also a target of public policies over the last decades. Therefore, this study aims to understand the influence of the knowledge of school and academic Geography in the pre-service teacher education as well as in their practice in the classroom. We used a qualitative research based on the life history, interviews and observation of the individuals as a methodological approach for this research. Listening to these teachers and observing their practices is to enable them to participate in the research as central subjects, allowing them to reflect on their actions in Geography classes. The research is part of a master’s degree in progress, but already presents some considerations on the subject