Exploring teacher articulation gap when teaching map work: A Case study of Geography teachers in South African schools

Abstract Geography teachers in South Africa have been trained for four years in teaching Geography. However, they still fail to master the basics of map work to enable learners to interpret the content on maps. The purpose of this study was to explore challenges brought by teacher articulation gap towards the teaching of map work in South African schools. The study followed qualitative approach with a case study design. An interpretive paradigm was used to look at teachers’ day-to-day practices and challenges they experience thereof when teaching map work. Purposive sampling was used to select 15 Geography teachers who performed below 50% during 2023 academic year. Kolb’s experiential learning theory was used as a framework for this study. The results of this study revealed that teacher articulation gap is caused by the lack of theoretical, methodological, and mathematical basics which make teachers fail to interpret the theory on maps due to more adaptation on reading content rather than applying theory on maps. The study concluded a need for foundational knowledge on mathematical literacy to allow teachers interpret map readings during teaching of map work. The study recommended that the Department of Basic Education should organize meteorologists and Geography experts to equip teachers with knowledge on Geography teaching of Map work to close articulation gap. The study contributes to the gap of knowledge identified in the teaching and learning of Geography.