Fragility of Pedagogical Content Knowledge in Geography

Andoni Arenas-Martija, Victor Salinas-Silva, Leonor Margalef-García, Maria Otero-Auristondo

Research output: Contribution to journalArticlepeer-review

8 Scopus citations


This research aims to evaluate the geographical knowledge of nine teachers in the region of Valparaiso, Chile. An interpretive case study was conducted with data collected through classroom observations, interviews, and questionnaires, and these data were then analyzed through triangulation. The findings showed that these teachers, who are the most qualified within the region's context, consider geography to be marginal knowledge in the school curriculum, although they also consider it relevant to the education of their pupils. Both elements provided evidence of the fragility of their geographical knowledge, which fell within a spectrum that combines expert knowledge and lay knowledge.

Original languageEnglish
Pages (from-to)57-66
Number of pages10
JournalJournal of Geography
Issue number2
StatePublished - 4 Mar 2017


  • expert knowledge
  • geographical knowledge
  • lay knowledge
  • pedagogical content knowledge
  • teaching of geography


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