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

Exploring teacher articulation gap when teaching map work: A Case study of Geography teachers in South African schools | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring teacher articulation gap when teaching map work: A Case study of Geography teachers in South African schools Karabo Molapo, KHASHANE MALATJI This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4912820/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version 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. challenges teacher articulation gap secondary Geography teaching map work INTRODUCTION The significance of teaching Geography in secondary school curriculum within the international and African countries cannot be overemphasized without any good outcome in the schools (Benjamin, Nato & Wakhungu, 2014). The improvement of teaching the subject Geography should always be a great societal need not only for the industrialization but for ensuring that learners understand the contribution of the subject to the economy. The South African Department of Basic Education has identified the significance of map work as a tool to study integration of Geography content and map work, but its inclusion in National Geography curriculum is not well captured by both teachers and learners (DBE, 2012). The national curriculum statement emphasizes mastery of Geographical content knowledge and map work, unfortunately the importance of the interpretation of Geography content on map work lies within a teacher and a learner. Malatji and Singh (2018) describe articulation gap as disjunction which is observed as a poor alignment and lack of working relationship between two objects, content, or context. This articulation gap makes learners fail to understand the content of map because they are not properly taught. Geography teaching requires interlink between content and map work, without a link between the content and maps, it reveals teacher articulation gap (Makuvha, 2015). The inappropriate teaching methods, lack of proper link and understanding of maps also reveal teacher articulation gap (Naxweka & Wilmot, 2019). This articulation gap can be influenced by unpreparedness of teachers, inadequate map work resources, limited fieldwork trips on observation of phenomenon, content gap on integration with maps, and poor foundation on map skills. Additionally, Geography teachers fall within Social Sciences where there are some teachers that are on the system who do not have mathematical background, which makes it difficult to master and teach map work. Therefore, such articulation gap compromises the quality of teaching and learning which also translates into learner articulation gap. This challenge is likely to be passed into generations to come if not addressed properly. THE BACKGROUND OF THE STUDY The poor teaching of map work makes learners not to be able to interpret the content on maps appropriately. Scholars like Dudko, Kruger, Robey and Tennat (2018) identified several challenges regarding teaching and learning of map work, which make learners not to be able to respond positively to the questions on reading, analysis, and interpretation of the content on maps. These major challenges included inadequate training of teachers on content and pedagogical knowledge which mislead learners on misinterpretation of the content when they are expected to interpret the content on maps (Osman, 2011). The study conducted in Europe (Finland) found that difficulties encountered by learners when reading and interpreting Geographical process on topographic map are attributed to teachers’ inability to properly handle components of teaching maps (Reinfried, 2001). In addition, map work teaching which focuses on factual details without asking learners on whether they understand components of map and spatial concepts such as physical Geography, brings more problems to both teachers and learners. The focus of this Geography teaching continues to be based on memorization of facts, rather than helping learners to apply data with more understanding. Moreover, when teachers teach map work, they teach map work skills by focusing on map content, rather than integrating content with map content. As a result, learners give an account of the map, but lack the ability to interpret the content on maps. Finnish National Board of Education (2015) emphasizes that if learners are not encouraged to apply map skills, such as processing, analyzing and interpreting, their spatial cognition with regards to map literacy is impeded. In Namibia, the teaching of maps plays a vital role in developing spatial thinking to both teachers and learners in schools. The study on traditional and Innovative Tools in teaching of Geography: A Case Study was that most of teachers are not adaptable to change and the face difficulties in terms of teaching learners the theoretical and application of Geography (Messina,2021). The Geographical teaching and learning of map work in Namibian country is an on-going challenge in schools, because of a gap identified on teachers (Larangeira & Van Der Merwe, 2016). Furthermore, research conducted on map work teaching in Namibian schools shows that teachers and learners experience problems on reading and interpreting information about landforms on topographic maps. In addition, little attention is given to the application of skills to solve problems of interpretation of concepts on map work. Therefore, a need for interpretation of physical aspects represented on maps has no guidance provided on how concepts using map should be interpreted and analyzed, because of the teacher articulation gap (MEAC 2015). The study conducted in the west of Africa shows that Nigeria recorded learners with poor fundamental knowledge of map work (Okwilagwe, 2012). In addition, Rilwani (2014) reiterated that teaching of Geography map work by teachers in classrooms brings curiosity in class and anxiety. Furthermore, the study conducted in secondary school in Northern Nigeria, shows lack of interest in Geography, which is caused by lack of qualified teachers and time allocated to Geography teaching. However, teachers do not show competency needed for teaching map work and this shows teacher articulation gap and contributes to poor interpretation of content on maps (Ezeudu & Utazi, 2014). Moreover, learners find challenges in the concepts of map work which are like those that teachers have difficulties on. This includes calculations on map, interpretation of content, intervisibility, latitude and longitude (Amosum, 2016). In addition, teachers struggle with basics of Mathematical calculations and they experience problems with interpretation of concepts and processes on maps, such as slopes and landforms on contour maps. This can also be influenced by inappropriate teaching methods as contributing factor to failure of analysing and interpreting content on map work. Furthermore, teachers have anxiety and avoid teaching map work, because it is sophisticated and requires abstract thinking and mathematical skills (Amosun, 2016). In South Africa, a diagnostic report shows that most of the learners in South African schools continuously fail to interpret Geomorphology on maps (DBE,2023). This show teachers’ unpreparedness on the topic which reveal a gap between content knowledge and strategies used in the classroom. If 53% of learners within the subject are unable to understand, analyze and interpret the concepts found on maps, it reveals the unpreparedness of the teachers allocated Geography as a subject. However, teachers’ preparedness is a key that determines the success of teaching and learning in South Africa (Mkhasibe, Maphalala& Nzima, 2018). A study conducted by Hsu, Tsai, and Chen (2018) on teaching topographic map skills and Geomorphology concepts with Google Earth in a one-computer classroom reveals that teaching Geomorphology and mapwork as a single teacher is a challenge in the classroom. This clearly indicates that If teachers are not prepared to teach map work, learners will fail analysis and interpretation of content on maps. Rodriguez-Medina (2020) contends that teacher training is an essential element for overcoming the problems of teaching to allow learners to understand the content and make a proper interpretation on the maps. The scholar further argues that the need to train highly qualified teachers should be prioritized to improve teaching and learning of Geography. The study on teacher’s perspectives on teacher training for better implementation of Geographical information system in the Geography classroom highlighted that training of teachers on integration of content and map work should be emphasized, to make teachers have better knowledge on interpretation of concepts and processes of Geography on maps (Orhodo, 2014). LITERATURE REVIEW Secondary Geography teaching The teacher-pupil ratio in a particular school makes a great impact in teaching and learning of the teaching of maps. Lemmer and Van Wyk (2010) argue that teacher-learner ratio in South African primary schools must be 1:40 and 1:35 in secondary schools. Venktess (2011) asserts that the resolution of the collective agreement of 1995 stipulated such guidelines on class ratio, but unfortunately, due to other human resources reasons, teachers are found to be having 1:45 ratio in secondary teaching Geography classrooms. Such practices make teachers to neglect their roles of teaching learners in the classroom. Alspaugh (1994) argues that teachers can never be productive under such circumstances with a ratio above 1:35. The ratio makes it difficult for teachers to focus on individual learners and understand their needs regarding teaching of concepts and processes on maps. Alspaugh (1994) is of the view that in the Western Cape, principals have lamented the teacher-learner ratio to be above 1:45 due to situations faced by stakeholders in ssecondary schools. The increase of ratio mentioned shows that teachers cannot play their role on such teacher-learner ratio. Shah and Inna Mullah (2012) argue that big ratios in a classroom create overcrowding in the classroom and have a direct impact on teaching and learning of Geography in Secondary schools. The overcrowded classes make a teacher to focus on highflyers in the classroom and exclude underperforming and average performers of Geography. However, most of the learners who fail to understand the teaching of maps in Geography are not well monitored by individual teachers. In simple terms, the researcher in this study agrees with the view mentioned by scholars because she taught a Geography classroom of a ratio of 1:60. Therefore, such experience of overcrowded classrooms create an obstacle to both the teacher and learners (Wheeler & Richey, 2010). Such practices make a teacher to be non-progressivee with class activities. Murtin (2013) further argues that challenges posed by high teacher–pupil ratio in schools lead to negative results on the interpretation of Geomorphology on maps. The teachers no longer teach as mediators of the lesson, but to pass a learning content to receivers. Teacher Morale Wills and Varner (2010) assert that a morale is a person’s mental state that is exhibited by assurance, control, and motivation to perform a specific task. Hindt (2012:22) asserts that poor teacher morale affects the learners negatively in different classrooms and contributes towards the content taught in relation to Geomorphological maps. The researcher in this study agrees with the view of the scholar because teachers have a great impact on the classroom atmosphere. The influence of teachers on learners becomes greater to both learners in Geography, since they learn from their very own teachers (Ehinola, 2012). This entails that a teacher who has articulation gap on the teaching of concepts ad processes on maps will make learners to have lower results on this topic. Covington (2011) argues that lower teacher morale has a very great impact on how learners learn different types of topics in Geography. This automatically makes learners to have certain attitude towards Geography as a subject. The learners tend to be more focused on other subjects, rather than Geography due to lack of morale discovered by learners from teachers. However, the higher the teacher morale in a specific subject, the higher the results of learners (Smith, 2010). Articulation gap Wills (2019) asserts that in South African teaching and learning, time is lost as a direct consequence of teacher meetings. The participation of teachers in different meetings affects the progress of learners in the subject Geography (Kalogiannakis, 2010). Due to such practices of teachers, many Geography teachers seem to be careless about the learners they produce at the end of teaching Geography. Many of these teachers who know very well that Geography content is a challenge together with the part map work, turn out to hold meetings during their allocated periods time. In addition, they tend to leave learners in the classroom unattended and keep themselves busy with the outside classroom activities. Ringim (2017) further argues that teachers in different schools abuse the labour dispute and the right to trade unionism and this often results in low productivity. However, the teachers who are responsible for Geography teaching mapwork tend to be unable to recognize the loopholes of themselves on specific content, such as map work. PROBLEM STATEMENT The 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 (Cantell, Hilander &Tani, 2018:5). This part of interpretation of theory on map work has never shown any improvement, which reveals characteristics of poor teaching. Some of the poor teaching ways which deprive learners from interpreting and making analysis about the content on maps is teacher-centred method which is a major cause leading to the low achievement in map work (Vavrus, 2011). Despite all of this, in South Africa, teaching and learning on skills of how to interpret and apply the concepts of Geography is not well addressed. Most of the time in the classroom, teachers dwell more on teaching concepts and processes aside without integration of Geography content with map work (DBE, 2021). Such practices of teachers not having core knowledge and skills led to the decrease in the number of learners across schools left with no options, but not to offer Geography despite its significance in the discipline of the content. In general, the attainment on interpretation of Geography in map work has been attributed to teachers’ incompetence, which results in poor teaching-learning and shows teacher articulation gap (Larangeria & Van Der Merwe, 2016). According to diagnostic report (DBE, 2021), most of learners on map interpretation failed to use either the topographic or orthophoto maps, which reveals teacher articulation gap. This shows very well that most of Geography teachers could not integrate physical Geography knowledge on questions asked on map section due to lack of map application. Research Questions What are the challenges experienced by Geography teachers when teaching of mapwork? How can Geography teachers improve their way of teaching map work in secondary teaching? RESEARCH METHODOLOGY To address the main research question above, a case study design and qualitative approach were adopted to understand the challenges experienced by Geography teachers when teaching mapwork. Qualitative research is concerned with the subjective assessment of attitudes, opinions, and behaviours of the participants. Regarding the current study, the researcher obtained the information about the teachers’ viewpoints or perceptions, their lives or classroom experiences and practices to identify the challenges when teaching mapwork (Bailey, Hutter & Monique,2020). Purposive sampling and an interpretive paradigm, involving semi structured individual and focus group interviews were followed. The study was limited to secondary schools and sampled teachers who are teaching Geography. The participants were 15 from different secondary schools. Thomas (2018) is of the support that purposive sampling is a way of getting best information from people who have experience or are experts to provide quality information and insights about the research topic. The researcher purposively chose participating teachers from each school because of their subject knowledge and expertise of the Geography subject. Moreover, teachers who performed 50% or less during academic year 2023 were included in this study. ETHICAL CONSIDERATIONS In qualitative research, ethical considerations indicate the right of entry in any field of research and authorized by the management office. The idea is supported by Bertram and Christiansen (2017:67) that ethics has to do with researcher’s behaviour that is considered wrong or right. The present study was centred on people and their relationships to the world, particularly sensitive to the issue that adheres to university policy. The present study was approved by the Faculty Committee for Postgraduate Studies and the Research Ethics Committee of the Tshwane University of Technology Also, the management and the Committee of the Department of primary Education have granted written approval for the study. A clearance certificate was applied before the study was carried out and permission was sought from Department of Education to collect data from schools. INFORMED CONSENT Informed consent in the present study was obtained from the participants to voluntarily participate in the research project study. The researcher’s and participants signed the consent to pledge confidentiality. Additionally, the arrangement was made prior visit to the schools to avoid interruption of the lessons when conducting the interviews. DATA AVAILABILITY CONFIDENTIALITY AND ANONYMITY The datasets used and analysed during the present study is available from the corresponding author on reasonable request. The names of the schools and participants sampled were given letters, although their identities were not disclosed by the researcher’s. The information was given anonymously and voluntarily. However, participants were at ease being recorded. The names of schools and teachers were referred to as school A and teacher A respectively, although identities were known by the researchers. THEORETICAL FRAMEWORK: KOLB’S EXPERENTIAL LEARNING The theory in this study was used to answer the question of “what are challenges experienced by Geography teachers when teaching mapwork in secondary schools? Kolb’s (1984) theory explains learning as a process where a teacher provides a direct concrete experiencing event in a classroom or group reflections on the experiences, where learners are asked to apply what they have learned in their own lives and work context. Kolb (1996) further advocates that the model focuses on reflective/experiential teaching practice, which states that the Geography subject teacher when teaching the maps should practice, monitor, and assess the learners’ activities in the teaching and learning situation (Beasley, Clem & Mennicke, 2020). The teacher should aim to develop learners in the relevant situation such as analysis and interpretation of concepts and processes on maps. Furthermore, Kolb’s (1974) theory views learning as a ground or foundation of teaching experience. This is shown through the process where each stage integrates with another in the processes of teaching and learning. Below are different learning styles that Geography teachers should consider when teaching mapwork. Diverging Most of the teachers prefer watching and constructing their ideas by how they feel, rather than doing a specific activity in different days. Teachers prefer to gather information to incorporate it with their state of feeling to make conclusions on problems raised, but unfortunately, they fail to teach learners how to interpret content on maps and this makes learners not to be able to have mapwork skills such as analysis and interpretation skills (Bergsteiner, Avery & Neumann, 2010). Assimilating Geography teachers tend to focus more on Climatology, Geographical information system, Settlement and Economic content as theoretical topics and neglect physical Geography (Geomorphology) and its practical section of map work (Kolb, 2014). The focus on other sections shows a gap of knowledge on teaching of mapwork (Alexander & Boud, 2018). This gap shown by Geography teachers on the teaching of mapwork remain unattended in the classroom (Golightly, 2019). The gap further makes learners to lack knowledge on how to interpret different types of questions in Geography, revealing and resulting into teacher articulation gap. Converging style The teaching method of this stage is fieldwork which needs application of the ideas from the content of Geography. Teachers use this method to make sure that Geographical aspects are taught, but they fail to interpret aspects found on physical content on maps (Sergakis & Harris, 2013). In the context of Geography teaching, teachers should give learners different or new topographic or orthophoto map to expand their knowledge through interpreting the different course of rivers displayed on the maps. This allows a teacher to showcase his/her own knowledge, to enable learners to understand and reason for the given answers, because converging style allows learners to experience new ideas and work with practical applications. Accommodating style Teachers with accommodating learning style focus on analysis of the existing information rather than on their own experiences or analysis (Kolb, 2005). In the context of Geography teaching, teachers encourage learners to rely on their own learning and excellence without considering or modelling how a teacher’s knowledge and skills on interpretation of the concepts on map work is presented. DISCUSSION AND FINDINGS Lack of confidence on Geography content Geography teachers experience different challenges based on teaching of mapwork. The challenges become intense when the theoretical content needs to be applied on the topographic and orthophoto map. This arises in relation to fluvial landforms and the type of rivers (physical Geography) found on the used map. The participants in this study explained that: TBP6 : “ The challenge I have is the issue and sometimes the direction of the river. I can say the direction of the river is not east but when I must give a reason for the answer it becomes a problem.” TBP4 : “It is difficult for us teachers to use topographic and orthophoto maps and this becomes very disappointing because a teacher fails to deliver the lesson intended to teach.” The participants’ views of the challenges experienced by teachers on teaching the mapwork reveal the struggle of addressing the account of answers identified on the map. The participants further outlined that on the issue of the mapwork, teachers cannot provide correct evidence from the map. The teachers can be able to give the direction of the river and its flow, but they cannot be able to give proper reason for the given answer. Kolb (1974) explain that diverging style of the theory require teachers to investigate the concrete experience from the classroom and make reflection based on the lesson to be accountable for the questions asked from learners. Additionally, the participants outlined that lack of knowledge regarding Geographical concepts and processes in relation to map work persists to serve as a challenge to the subject Geography. Franklin (2018) argues that a proper training on formulated guideline on topics of Geography curriculum, better training on the interpretation of Geomorphological maps and cooperation by all stakeholders are required to make teachers to be certain about the content of map work content. Robinson (2017) argue that structured field experiences are very significant as they affect the self-efficacy and confidence of teachers to form positive attitudes towards the teaching of content. Therefore, teachers with high levels of confidence are prompted to modify the educational ways to suit the learners’ individual needs. Inadequate foundational content Foundation of a subject is very significant in the field of education to keep the process of teaching and learning dynamic. The foundation of teaching involves the basics of the topic taught in the senior and FET (further education and training) band. Therefore, any content taught without basics creates a space for misunderstanding of content by learners in the classroom. This includes the proficiency of language regarded as the medium of instruction in Geography. In this study, participants were asked about the struggle of learners on the content of maps and the participants had this to say: TBP2 “: I think they do not have better foundation of maps from grade 9.” TBP9 : “ The gap learners have is on the basics because some start Geography in Grade 11 and they have missed the grade 10 work therefore, they struggle when coming to maps. In addition, teachers teach more of theory than practical, because if it was possible to visit an area where learners can observe the features used on the maps it would have been better.” From the above quotations, teachers show that the lack of foundation on the content of map work makes learners not to be able to understand the application of Geographical content on map work. One can argue that most of learners lack foundation on the content taught in previous phase or band, which makes learners not to be able to understand Geographical concepts and processes on maps or dwell more on the theory than application on map work. In addition, less fieldwork or absence of excursion in Geography creates knowledge gap in the teaching and learning field. Kolb (1984) emphasizes that learning is a holistic integrative perspective that combines experience, cognition, and behaviour. This clearly shows that if teachers continue to lack the foundational content and basics of the map work, they will never make learners understand the maps. Hammond, Smith, Snow and Serry (2021) argue that learners with no background should be equipped with content knowledge by the teacher. Therefore, learners need background knowledge to be able to understand the concepts and processes found on map work. The foundation of the understanding of Geography lies within the learners on what they bring to class, how they respond to information and gain from their learning (Dyer, Hill & Wakington, 2019). Barriers to learning Geography In Geography teaching and learning, the language that is used for both indoor and outdoor class activities as a medium of instruction is English. The language used in Geography is a problem to teachers in the classroom before learners. Therefore, learners find it difficult to understand concepts such as graded and ungraded, processes such as antecedent and superimposed because teachers never had a chance to explain the concepts to learners using English language. This problem of language becomes visible during the assessment of learners in that classroom. The participants had this to say: TBP10 : “ The content gap and language barrier on learners is a problem because the learners do not understand the question which lead them not to answer questions based on the maps.” TBP11 : “ Firstly, language barrier, secondly, I think is the environmental issues or background because you can give them something to practice at home but only few will do the work and I sometimes repeat the lesson based on th e question on maps. I feel these learners do not have the enthusiasm of learning.” The above views of participants reveal that language is a greater problem in Geography teaching and learning as it serves as a challenge. One can argue that sometimes learners in the classroom reflect their teachers. In a classroom, learners are true reflectors of their teachers. This simply entails that learners who are not able to apply the taught knowledge of Geography on maps reveal the problems emanate from variables such as teachers’ articulation gap or environment. Kolb (1974) argue that teachers need to apply abstract conceptualization and reflective observation to have a true reflection of how learners understand concepts and their application on the maps. In addition, learners’ environmental issues such as congestion of classes, position of furniture in the classroom and association within that sphere of influence contribute towards their learning progress. Maswanganyi (2022:41) argue that these learning barriers are one of the challenges that most teachers are facing in the teaching fraternity or field. The teachers should simplify the language and content to make learners understand the learning content of Geography. Mthethwa (2015) confirms that teachers’ ability to provide good reading of map work is one of the most powerful factors in determining how learners learn and read reveal one of teachers’ competency. The researcher’s view is that a language of teaching and learning in a classroom is important to be understood by teachers and learners. Insufficient resources In every educational field, resources are the centre of teaching and learning. Inadequate resources in the field of Geography creates articulation gap as they serve as supportive system to the learning content delivered in the classroom. In the context of Geography, the teaching of map work requires numerous resources that are relevant to the classroom context, such as maps, over-head projector, globes, and models to accommodate all types of learners that are found in the Geography classroom. In response to the availability of resources, participants had this to say: TBP1 : “ We only use south African maps to make learners understand the Mapwork.” TBP3 : “we only have maps and over-head projector to show learners different types of videos.” TBP5 : “ Some resources such as over-head projector but the problem lies with the electrical plugs as we cannot connect the projector” The reflection above shows that most of Geography teachers have the maps in use, and in possession of projector to be used but needs some appliances to be plugged on. Therefore, teachers are unable to teach concepts and processes on the slides before learners could locate or identify it on the maps. These makes teachers not to teach learners and help learners to understand the content to meet the mapwork requirements. In addition, the maps used in Geography are only for certain part of South Africa instead of using the local maps to involve learners in the lesson. The availability of maps used in the test or examinations is an issue in Geography as teachers always reveal that the maps are not enough for the whole classroom. Kolb (1971) argue that active experimentation is a pre-requisite in a classroom where map work is taught. Therefore, teachers need to create local map or print to make learners understand any kind of maps to be given during Assessment. Textbooks of Geography contain few map extracts and there are insufficient specialized map skills textbooks being used in the subject Geography (Naxwexa, 2018:26). Innes (2012:79) argues that teachers should be provided with maps of the local area and offered training on how to use maps to teach the subject Geography. Classroom size Teachers are found to be in possession of more learners where it becomes very difficult to give constructive feedback and techniques to tackle the teaching of mapwork. In addition, the high ratio in these Geography classes frustrate teachers regarding the topic of map work. Participants in this study mentioned that: TBP1 : “I have more than 60 learners in one Geography classroom in the school. This makes most of learners not to understand the concepts and Processes of Geomorphology.” TBP8 : “I have 60 learners in one classroom of Geography, and it becomes very difficult for a teacher to attend to individual learners in the classroom.” In the context of Geography classroom, the nature of learning environment that teachers work in (Classroom appearance and layout), size of the classroom and availability of Geography learning resource have a significant influence on the decision that teachers make about teaching (Pichana, 2017). Malatji and Singh (2018) are of the view that teachers’ personal qualities and their approaches to classroom management influence the way they teach. Therefore, classroom capacity should be tackled or be in line with the methods to be used in the classroom. In addition, Kolb (1971) emphasises on accommodating style that require a teacher to include all learners in the classroom and accommodate all regardless of the circumstance of the classroom. CONCLUSION The study concluded that teachers experience numerous challenges relating to teaching of mapwork in secondary schools secondary. However, there is a need to enhance quality of teaching Geography in secondary schools. Secondary Geography teachers should attend to internal and external workshop to reduce the challenges brought by teacher articulation gap. This means the field of Geography teaching in South Africa still requires proper training of Geography content as a requirement for quality teaching to promote Geography subject. Moreover, the study concluded a need to equip in-service teachers with mathematics basics to allow teachers interpret geographical readings when teaching mapwork. RECOMMENDATIONS Contribution of the Department of Basic Education The Department of Basic Education should always have a coordinated and supervised relationship with schools to promote good quality education which improves the Geography teaching and learning of map work. The full support should be directed to educational specialists, departmental heads, and teachers. This could be in a form that the Department of Basic Education organizes Meteorologists and Geography experts to equip teachers with knowledge of teaching interpretation of Geomorphology on maps. In addition, the government should review the document of the teacher-learner ratio in the classroom for effective and manageable classroom. The Department of Basic Education should also provide enough Geography textbooks and local maps to schools as resources or instructional materials to promote quality teaching of Geography. Mastery of the content The Geography teachers in the field of education should be trained more on Geography content and maps to close teacher articulation gap on the teaching of map work. The teachers should be equipped with content as most of the teachers in different circuits, districts and provinces have content gap on Geography content and maps. This was also revealed by the National Senior Certificate Diagnostic Report results. Therefore, teachers should always be trained on the content and its application on the maps to meet the requirements of teaching and learning Geography. The content should always be taught concurrently to make learners understand the application of theoretical content on maps. Declarations Author Contribution K wrote the abstract, introduction and background of the study, the research questions and literature review. K.S penned the theoretical framework, methodology, conclusion, and recommendations of the study. Both authors compiled findings and discussions. Acknowledgement We would to knowledge teachers who took their time to participate in this study; The Department of Basic Education who providing us with access to school, and the school principals (gate keepers) that allowed us in the school premises and also gave us some time to engage with teachers. DATA AVAILABILITY CONFIDENTIALITY AND ANONYMITY References Alexander, S., & Boud, D. (2018). Learners still learn from experience when online. In Teaching & Learning Online (pp. 3-15). Routledge. Amosun, P. A. (2016). Why Nigerian Geography Teachers Scarcely and Scantly Teach Map Reading and Why Students Are Scared of It. African Educational Research Journal , 4 (2), 42-48. Bailey, A., Hutter, I &Hunnik. 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Experience as the source of learning and development. Upper Sadle River: Prentice Hall . Kolb, A. Y. (2005). The Kolb learning style inventory-version 3.1 2005 technical specifications. Boston, MA: Hay Resource Direct , 200 (72), 166-171. Larangeira, R., & Van der Merwe, C. D. (2016). Map literacy and spatial cognition challenges for student geography teachers in South Africa. Perspectives in Education , 34 (2), 120-138. Malatji, K. S., & Singh, R. J. (2018). Implications of the articulation gap between Geography learners in secondary schools and university. Alternation Journal , (21), 91-108. Maswanganyi, R.L.R. (2022). Assessing teaching approaches and strategies of foundation phase teachers in developing learners’ writing proficiency: A case study in warmwaths circuit, Limpopo Province (Doctoral dissertation). Makhuvha, L. C. (2015). The influence of English as a language of learning and teaching on high school learners' academic performance in Mathematics in Vhembe District (Doctoral dissertation). Messina, N. (2021). Traditional and Innovative Tools in Teaching of Geography: A Case Study. J-reading -journal of research and didactics in Geography, 95-107. Mkhasibe, R. G., Maphalala, M. C., & Nzima, R. D. (2018). Perceptions of subject mentors of pre-service teachers’ readiness to teach economics and management sciences in the development of South Africa. Journal of Gender, Information and Development in Africa (JGIDA) , 7 (2), 241-259. Naxweka, J., & Wilmot, D. (2019). Namibian teachers’ perceptions and practices of teaching mapwork. Reinfried, S. (2001). Ready for the twenty-first century? The impact of curriculum reform on geography education in upper secondary schools in Switzerland. International Research in Geographical and environmental education , 10 (4), 411-428. Rilwani, M. L., Akahomen, D. O., & Gbakeji, J. O. (2014). Factors influencing secondary school students' attrition in geography in Esan West Local Government Area, Edo State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies , 5 (2), 154-161. Robinson, J. P., & Lubienski, S. T. (2011). The development of gender achievement gaps in mathematics and reading during elementary and middle school: Examining direct cognitive assessments and teacher ratings. American Educational Research Journal , 48 (2), 268-302. Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The role of background knowledge in reading comprehension: A critical review. Reading Psychology , 42 (3), 214-240. Wiegand, P. (2006). Learning and teaching with maps . Routledge: London. Wilmot, D. (2018). Advancing Geography Education in Southern Africa. Wilmot, D., & Dube, C. (2015). School geography in South Africa after two decades of democracy: teachers' experiences of curriculum change. Geography , 100 (2), 94-101. 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The improvement of teaching the subject Geography should always be a great societal need not only for the industrialization but for ensuring that learners understand the contribution of the subject to the economy. The South African Department of Basic Education has identified the significance of map work as a tool to study integration of Geography content and map work, but its inclusion in National Geography curriculum is not well captured by both teachers and learners (DBE, 2012). The national curriculum statement emphasizes mastery of Geographical content knowledge and map work, unfortunately the importance of the interpretation of Geography content on map work lies within a teacher and a learner. Malatji and Singh (2018) describe articulation gap as disjunction which is observed as a poor alignment and lack of working relationship between two objects, content, or context. This articulation gap makes learners fail to understand the content of map because they are not properly taught.\u003c/p\u003e \u003cp\u003eGeography teaching requires interlink between content and map work, without a link between the content and maps, it reveals teacher articulation gap (Makuvha, 2015). The inappropriate teaching methods, lack of proper link and understanding of maps also reveal teacher articulation gap (Naxweka \u0026amp; Wilmot, 2019). This articulation gap can be influenced by unpreparedness of teachers, inadequate map work resources, limited fieldwork trips on observation of phenomenon, content gap on integration with maps, and poor foundation on map skills. Additionally, Geography teachers fall within Social Sciences where there are some teachers that are on the system who do not have mathematical background, which makes it difficult to master and teach map work. Therefore, such articulation gap compromises the quality of teaching and learning which also translates into learner articulation gap. This challenge is likely to be passed into generations to come if not addressed properly.\u003c/p\u003e\n\u003ch3\u003eTHE BACKGROUND OF THE STUDY\u003c/h3\u003e\n\u003cp\u003eThe poor teaching of map work makes learners not to be able to interpret the content on maps appropriately. Scholars like Dudko, Kruger, Robey and Tennat (2018) identified several challenges regarding teaching and learning of map work, which make learners not to be able to respond positively to the questions on reading, analysis, and interpretation of the content on maps. These major challenges included inadequate training of teachers on content and pedagogical knowledge which mislead learners on misinterpretation of the content when they are expected to interpret the content on maps (Osman, 2011).\u003c/p\u003e \u003cp\u003eThe study conducted in Europe (Finland) found that difficulties encountered by learners when reading and interpreting Geographical process on topographic map are attributed to teachers\u0026rsquo; inability to properly handle components of teaching maps (Reinfried, 2001). In addition, map work teaching which focuses on factual details without asking learners on whether they understand components of map and spatial concepts such as physical Geography, brings more problems to both teachers and learners. The focus of this Geography teaching continues to be based on memorization of facts, rather than helping learners to apply data with more understanding.\u003c/p\u003e \u003cp\u003eMoreover, when teachers teach map work, they teach map work skills by focusing on map content, rather than integrating content with map content. As a result, learners give an account of the map, but lack the ability to interpret the content on maps. Finnish National Board of Education (2015) emphasizes that if learners are not encouraged to apply map skills, such as processing, analyzing and interpreting, their spatial cognition with regards to map literacy is impeded.\u003c/p\u003e \u003cp\u003eIn Namibia, the teaching of maps plays a vital role in developing spatial thinking to both teachers and learners in schools. The study on traditional and Innovative Tools in teaching of Geography: A Case Study was that most of teachers are not adaptable to change and the face difficulties in terms of teaching learners the theoretical and application of Geography (Messina,2021). The Geographical teaching and learning of map work in Namibian country is an on-going challenge in schools, because of a gap identified on teachers (Larangeira \u0026amp; Van Der Merwe, 2016). Furthermore, research conducted on map work teaching in Namibian schools shows that teachers and learners experience problems on reading and interpreting information about landforms on topographic maps. In addition, little attention is given to the application of skills to solve problems of interpretation of concepts on map work. Therefore, a need for interpretation of physical aspects represented on maps has no guidance provided on how concepts using map should be interpreted and analyzed, because of the teacher articulation gap (MEAC 2015).\u003c/p\u003e \u003cp\u003eThe study conducted in the west of Africa shows that Nigeria recorded learners with poor fundamental knowledge of map work (Okwilagwe, 2012). In addition, Rilwani (2014) reiterated that teaching of Geography map work by teachers in classrooms brings curiosity in class and anxiety. Furthermore, the study conducted in secondary school in Northern Nigeria, shows lack of interest in Geography, which is caused by lack of qualified teachers and time allocated to Geography teaching. However, teachers do not show competency needed for teaching map work and this shows teacher articulation gap and contributes to poor interpretation of content on maps (Ezeudu \u0026amp; Utazi, 2014).\u003c/p\u003e \u003cp\u003eMoreover, learners find challenges in the concepts of map work which are like those that teachers have difficulties on. This includes calculations on map, interpretation of content, intervisibility, latitude and longitude (Amosum, 2016). In addition, teachers struggle with basics of Mathematical calculations and they experience problems with interpretation of concepts and processes on maps, such as slopes and landforms on contour maps. This can also be influenced by inappropriate teaching methods as contributing factor to failure of analysing and interpreting content on map work. Furthermore, teachers have anxiety and avoid teaching map work, because it is sophisticated and requires abstract thinking and mathematical skills (Amosun, 2016).\u003c/p\u003e \u003cp\u003eIn South Africa, a diagnostic report shows that most of the learners in South African schools continuously fail to interpret Geomorphology on maps (DBE,2023). This show teachers\u0026rsquo; unpreparedness on the topic which reveal a gap between content knowledge and strategies used in the classroom. If 53% of learners within the subject are unable to understand, analyze and interpret the concepts found on maps, it reveals the unpreparedness of the teachers allocated Geography as a subject. However, teachers\u0026rsquo; preparedness is a key that determines the success of teaching and learning in South Africa (Mkhasibe, Maphalala\u0026amp; Nzima, 2018). A study conducted by Hsu, Tsai, and Chen (2018) on teaching topographic map skills and Geomorphology concepts with Google Earth in a one-computer classroom reveals that teaching Geomorphology and mapwork as a single teacher is a challenge in the classroom. This clearly indicates that If teachers are not prepared to teach map work, learners will fail analysis and interpretation of content on maps. Rodriguez-Medina (2020) contends that teacher training is an essential element for overcoming the problems of teaching to allow learners to understand the content and make a proper interpretation on the maps. The scholar further argues that the need to train highly qualified teachers should be prioritized to improve teaching and learning of Geography. The study on teacher\u0026rsquo;s perspectives on teacher training for better implementation of Geographical information system in the Geography classroom highlighted that training of teachers on integration of content and map work should be emphasized, to make teachers have better knowledge on interpretation of concepts and processes of Geography on maps (Orhodo, 2014).\u003c/p\u003e"},{"header":"LITERATURE REVIEW","content":"\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003eSecondary Geography teaching\u003c/h2\u003e \u003cp\u003eThe teacher-pupil ratio in a particular school makes a great impact in teaching and learning of the teaching of maps. Lemmer and Van Wyk (2010) argue that teacher-learner ratio in South African primary schools must be 1:40 and 1:35 in secondary schools. Venktess (2011) asserts that the resolution of the collective agreement of 1995 stipulated such guidelines on class ratio, but unfortunately, due to other human resources reasons, teachers are found to be having 1:45 ratio in secondary teaching Geography classrooms. Such practices make teachers to neglect their roles of teaching learners in the classroom. Alspaugh (1994) argues that teachers can never be productive under such circumstances with a ratio above 1:35. The ratio makes it difficult for teachers to focus on individual learners and understand their needs regarding teaching of concepts and processes on maps.\u003c/p\u003e \u003cp\u003eAlspaugh (1994) is of the view that in the Western Cape, principals have lamented the teacher-learner ratio to be above 1:45 due to situations faced by stakeholders in ssecondary schools. The increase of ratio mentioned shows that teachers cannot play their role on such teacher-learner ratio. Shah and Inna Mullah (2012) argue that big ratios in a classroom create overcrowding in the classroom and have a direct impact on teaching and learning of Geography in Secondary schools. The overcrowded classes make a teacher to focus on highflyers in the classroom and exclude underperforming and average performers of Geography. However, most of the learners who fail to understand the teaching of maps in Geography are not well monitored by individual teachers. In simple terms, the researcher in this study agrees with the view mentioned by scholars because she taught a Geography classroom of a ratio of 1:60. Therefore, such experience of overcrowded classrooms create an obstacle to both the teacher and learners (Wheeler \u0026amp; Richey, 2010). Such practices make a teacher to be non-progressivee with class activities. Murtin (2013) further argues that challenges posed by high teacher\u0026ndash;pupil ratio in schools lead to negative results on the interpretation of Geomorphology on maps. The teachers no longer teach as mediators of the lesson, but to pass a learning content to receivers.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eTeacher Morale\u003c/h2\u003e \u003cp\u003eWills and Varner (2010) assert that a morale is a person\u0026rsquo;s mental state that is exhibited by assurance, control, and motivation to perform a specific task. Hindt (2012:22) asserts that poor teacher morale affects the learners negatively in different classrooms and contributes towards the content taught in relation to Geomorphological maps. The researcher in this study agrees with the view of the scholar because teachers have a great impact on the classroom atmosphere. The influence of teachers on learners becomes greater to both learners in Geography, since they learn from their very own teachers (Ehinola, 2012). This entails that a teacher who has articulation gap on the teaching of concepts ad processes on maps will make learners to have lower results on this topic. Covington (2011) argues that lower teacher morale has a very great impact on how learners learn different types of topics in Geography. This automatically makes learners to have certain attitude towards Geography as a subject. The learners tend to be more focused on other subjects, rather than Geography due to lack of morale discovered by learners from teachers. However, the higher the teacher morale in a specific subject, the higher the results of learners (Smith, 2010).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eArticulation gap\u003c/h2\u003e \u003cp\u003eWills (2019) asserts that in South African teaching and learning, time is lost as a direct consequence of teacher meetings. The participation of teachers in different meetings affects the progress of learners in the subject Geography (Kalogiannakis, 2010). Due to such practices of teachers, many Geography teachers seem to be careless about the learners they produce at the end of teaching Geography. Many of these teachers who know very well that Geography content is a challenge together with the part map work, turn out to hold meetings during their allocated periods time. In addition, they tend to leave learners in the classroom unattended and keep themselves busy with the outside classroom activities. Ringim (2017) further argues that teachers in different schools abuse the labour dispute and the right to trade unionism and this often results in low productivity. However, the teachers who are responsible for Geography teaching mapwork tend to be unable to recognize the loopholes of themselves on specific content, such as map work.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003ePROBLEM STATEMENT\u003c/h2\u003e \u003cp\u003eThe 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 (Cantell, Hilander \u0026amp;Tani, 2018:5). This part of interpretation of theory on map work has never shown any improvement, which reveals characteristics of poor teaching. Some of the poor teaching ways which deprive learners from interpreting and making analysis about the content on maps is teacher-centred method which is a major cause leading to the low achievement in map work (Vavrus, 2011). Despite all of this, in South Africa, teaching and learning on skills of how to interpret and apply the concepts of Geography is not well addressed. Most of the time in the classroom, teachers dwell more on teaching concepts and processes aside without integration of Geography content with map work (DBE, 2021). Such practices of teachers not having core knowledge and skills led to the decrease in the number of learners across schools left with no options, but not to offer Geography despite its significance in the discipline of the content. In general, the attainment on interpretation of Geography in map work has been attributed to teachers\u0026rsquo; incompetence, which results in poor teaching-learning and shows teacher articulation gap (Larangeria \u0026amp; Van Der Merwe, 2016).\u003c/p\u003e \u003cp\u003eAccording to diagnostic report (DBE, 2021), most of learners on map interpretation failed to use either the topographic or orthophoto maps, which reveals teacher articulation gap. This shows very well that most of Geography teachers could not integrate physical Geography knowledge on questions asked on map section due to lack of map application.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eResearch Questions\u003c/h2\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eWhat are the challenges experienced by Geography teachers when teaching of mapwork?\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eHow can Geography teachers improve their way of teaching map work in secondary teaching?\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"RESEARCH METHODOLOGY","content":"\u003cp\u003eTo address the main research question above, a case study design and qualitative approach were adopted to understand the challenges experienced by Geography teachers when teaching mapwork. Qualitative research is concerned with the subjective assessment of attitudes, opinions, and behaviours of the participants. Regarding the current study, the researcher obtained the information about the teachers\u0026rsquo; viewpoints or perceptions, their lives or classroom experiences and practices to identify the challenges when teaching mapwork (Bailey, Hutter \u0026amp; Monique,2020).\u003c/p\u003e\n\u003cp\u003ePurposive sampling and an interpretive paradigm, involving semi structured individual and focus group interviews were followed. The study was limited to secondary schools and sampled teachers who are teaching Geography. The participants were 15 from different secondary schools. Thomas (2018) is of the support that purposive sampling is a way of getting best information from people who have experience or are experts to provide quality information and insights about the research topic. The researcher purposively chose participating teachers from each school because of their subject knowledge and expertise of the Geography subject. Moreover, teachers who performed 50% or less during academic year 2023 were included in this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eETHICAL CONSIDERATIONS\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn qualitative research, ethical considerations indicate the right of entry in any field of research and\u0026nbsp;authorized\u0026nbsp;by the management office. The idea is supported by Bertram and Christiansen (2017:67) that ethics has to do with researcher\u0026rsquo;s behaviour that is considered wrong or right. The present study was centred on people and their relationships to the world, particularly sensitive\u0026nbsp;to the issue that adheres\u0026nbsp;to university policy. The present study was approved by the Faculty Committee for Postgraduate Studies and the Research Ethics Committee of the Tshwane University of Technology Also, the management and the Committee of the Department of primary Education have granted written approval for the study. \u0026nbsp;A clearance certificate was applied before the study was carried out and permission was sought\u0026nbsp;from\u0026nbsp;Department of\u0026nbsp;Education to collect data from schools.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eINFORMED CONSENT\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed\u0026nbsp;consent in the present study was obtained from the participants to voluntarily participate in the research project study.\u0026nbsp;The researcher\u0026rsquo;s and participants signed the consent to pledge confidentiality. Additionally, the arrangement was made prior visit\u0026nbsp;to\u0026nbsp;the schools to\u0026nbsp;avoid\u0026nbsp;interruption of the\u0026nbsp;lessons\u0026nbsp;when conducting the interviews.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDATA AVAILABILITY\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCONFIDENTIALITY AND ANONYMITY\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe\u0026nbsp;datasets used and analysed during the present study is available from the corresponding author on reasonable request.\u0026nbsp;The names of the schools and participants sampled were given letters, although their identities were not disclosed\u0026nbsp;by the researcher\u0026rsquo;s. The information was given anonymously and voluntarily. However, participants were at ease being recorded. The names of schools\u0026nbsp;and teachers\u0026nbsp;were referred to as school A and teacher A\u0026nbsp;respectively, although identities were known by the researchers.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTHEORETICAL FRAMEWORK: KOLB\u0026rsquo;S EXPERENTIAL LEARNING\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe theory in this study was used to answer the question of \u0026ldquo;what are challenges experienced by Geography teachers when teaching mapwork in secondary schools? Kolb\u0026rsquo;s (1984) theory explains learning as a process where a teacher provides a direct concrete experiencing event in a classroom or group reflections on the experiences, where learners are asked to apply what they have learned in their own lives and work context.\u003c/p\u003e\n\u003cp\u003eKolb (1996) further advocates that the model focuses on reflective/experiential teaching practice, which states that the Geography subject teacher when teaching the maps should practice, monitor, and assess the learners\u0026rsquo; activities in the teaching and learning situation (Beasley, Clem \u0026amp;\u0026nbsp;Mennicke,\u0026nbsp;2020). The teacher should aim to develop learners in the relevant situation such as analysis and interpretation of concepts and processes on maps. Furthermore, Kolb\u0026rsquo;s (1974) theory views learning as a ground or foundation of teaching experience. This is shown through the process where each stage integrates with another in the processes of teaching and learning. Below are different learning styles that Geography teachers should consider when teaching mapwork.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDiverging\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMost of the teachers prefer watching and constructing their ideas by how they feel, rather than doing a specific activity in different days. Teachers prefer to gather information to incorporate it with their state of feeling to make conclusions on problems raised, but unfortunately, they fail to teach learners how to interpret content on maps and this makes learners not to be able to have mapwork skills such as analysis and interpretation skills (Bergsteiner, Avery \u0026amp; Neumann,\u0026nbsp;2010).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAssimilating\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGeography teachers tend to focus more on Climatology, Geographical information system, Settlement and Economic content as theoretical topics and neglect physical Geography (Geomorphology) and its practical section of map work (Kolb,\u0026nbsp;2014). The focus on other sections shows a gap of knowledge on teaching of mapwork (Alexander \u0026amp; Boud,\u0026nbsp;2018). This gap shown by Geography teachers on the teaching of mapwork remain unattended in the classroom (Golightly,\u0026nbsp;2019). The gap further makes learners to lack knowledge on how to interpret different types of questions in Geography, revealing and resulting into teacher articulation gap.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConverging style\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe teaching method of this stage is fieldwork which needs application of the ideas from the content of Geography. Teachers use this method to make sure that Geographical aspects are taught, but they fail to interpret aspects found on physical content on maps (Sergakis \u0026amp; Harris,\u0026nbsp;2013). In the context of Geography teaching, teachers should give learners different or new topographic or orthophoto map to expand their knowledge through interpreting the different course of rivers displayed on the maps. This allows a teacher to showcase his/her own knowledge, to enable learners to understand and reason for the given answers, because converging style allows learners to experience new ideas and work with practical applications.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAccommodating style\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTeachers with accommodating learning style focus on analysis of the existing information rather than on their own experiences or analysis (Kolb, 2005). In the context of Geography teaching, teachers encourage learners to rely on their own learning and excellence without considering or modelling how a teacher\u0026rsquo;s knowledge and skills on interpretation of the concepts on map work is presented.\u0026nbsp;\u003c/p\u003e"},{"header":"DISCUSSION AND FINDINGS","content":"\u003cp\u003e\u003cstrong\u003eLack of confidence on Geography content\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGeography teachers experience different challenges based on teaching of mapwork. The challenges become intense when the theoretical content needs to be applied on the topographic and orthophoto map. This arises in relation to fluvial landforms and the type of rivers (physical Geography) found on the used map. The participants in this study explained that:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTBP6\u003c/strong\u003e: \u0026ldquo;\u003cem\u003eThe challenge I have is the issue and sometimes the direction of the river.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e I can say the direction of the river is not east but when I must give a reason\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e for the answer it becomes a problem.\u0026rdquo; \u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e TBP4\u003c/strong\u003e: \u0026ldquo;It\u003cem\u003e is difficult for us teachers to use topographic and orthophoto maps and\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e this becomes very disappointing because a teacher fails to deliver the \u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e lesson intended to teach.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe participants\u0026rsquo; views of the challenges experienced by teachers on teaching the mapwork reveal the struggle of addressing the account of answers identified on the map. The participants further outlined that on the issue of the mapwork, teachers cannot provide correct evidence from the map. The teachers can be able to give the direction of the river and its flow, but they cannot be able to give proper reason for the given answer. Kolb (1974) explain that diverging style of the theory require teachers to investigate the concrete experience from the classroom and make reflection based on the lesson to be accountable for the questions asked from learners. Additionally, the participants outlined that lack of knowledge regarding Geographical concepts and processes in relation to map work persists to serve as a challenge to the subject Geography. Franklin (2018) argues that a proper training on formulated guideline on topics of Geography curriculum, better training on the interpretation of Geomorphological maps and cooperation by all stakeholders are required to make teachers to be certain about the content of map work content. Robinson (2017) argue that structured field experiences are very significant as they affect the self-efficacy and confidence of teachers to form positive attitudes towards the teaching of content. Therefore, teachers with high levels of confidence are prompted to modify the educational ways to suit the learners\u0026rsquo; individual needs.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInadequate foundational content \u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFoundation of a subject is very significant in the field of education to keep the process of teaching and learning dynamic. The foundation of teaching involves the basics of the topic taught in the senior and FET (further education and training) band. Therefore, any content taught without basics creates a space for misunderstanding of content by learners in the classroom. This includes the proficiency of language regarded as the medium of instruction in Geography. In this study, participants were asked about the struggle of learners on the content of maps and the participants had this to say:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e TBP2\u003c/strong\u003e\u0026ldquo;:\u003cem\u003e I think they do not have better foundation of maps from grade 9.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e TBP9\u003c/strong\u003e: \u0026ldquo;\u003cem\u003eThe gap learners have is on the basics because some start Geography in\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e Grade 11 and they have missed the grade 10 work therefore, they struggle\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e when coming to maps. In addition, teachers teach more of theory than\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e practical, because if it was possible to visit an area where learners can\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e observe the features used on the maps it would have been better.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eFrom the above quotations, teachers show that the lack of foundation on the content of map work makes learners not to be able to understand the application of Geographical content on map work. One can argue that most of learners lack foundation on the content taught in previous phase or band, which makes learners not to be able to understand Geographical concepts and processes on maps or dwell more on the theory than application on map work. In addition, less fieldwork or absence of excursion in Geography creates knowledge gap in the teaching and learning field. Kolb (1984) emphasizes that learning is a holistic integrative perspective that combines experience, cognition, and behaviour. This clearly shows that if teachers continue to lack the foundational content and basics of the map work, they will never make learners understand the maps. Hammond, Smith, Snow and Serry (2021) argue that learners with no background should be equipped with content knowledge by the teacher. Therefore, learners need background knowledge to be able to understand the concepts and processes found on map work. The foundation of the understanding of Geography lies within the learners on what they bring to class, how they respond to information and gain from their learning (Dyer, Hill \u0026amp; Wakington, 2019).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eBarriers to learning Geography\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn Geography teaching and learning, the language that is used for both indoor and outdoor class activities as a medium of instruction is English. The language used in Geography is a problem to teachers in the classroom before learners. Therefore, learners find it difficult to understand concepts such as graded and ungraded, processes such as antecedent and superimposed because teachers never had a chance to explain the concepts to learners using English language. This problem of language becomes visible during the assessment of learners in that classroom. The participants had this to say:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e TBP10\u003c/strong\u003e: \u0026ldquo;\u003cem\u003eThe content gap and language barrier on learners is a problem because \u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e the learners do not understand the question which lead them not to \u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e answer questions based on the maps.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTBP11\u003c/strong\u003e: \u0026ldquo;\u003cem\u003eFirstly, language barrier, secondly, I think is the environmental issues or \u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e background because you can give them something to practice at home but\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e only few will do the work and I sometimes repeat the lesson based on th\u003c/em\u003e\u003cem\u003ee\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e \u003c/em\u003e\u003cem\u003equestion on maps. I feel these learners do not have the enthusiasm of \u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e learning.\u0026rdquo; \u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe above views of participants reveal that language is a greater problem in Geography teaching and learning as it serves as a challenge. One can argue that sometimes learners in the classroom reflect their teachers. In a classroom, learners are true reflectors of their teachers. This simply entails that learners who are not able to apply the taught knowledge of Geography on maps reveal the problems emanate from variables such as teachers\u0026rsquo; articulation gap or environment. Kolb (1974) argue that teachers need to apply abstract conceptualization and reflective observation to have a true reflection of how learners understand concepts and their application on the maps. In addition, learners\u0026rsquo; environmental issues such as congestion of classes, position of furniture in the classroom and association within that sphere of influence contribute towards their learning progress. Maswanganyi (2022:41) argue that these learning barriers are one of the challenges that most teachers are facing in the teaching fraternity or field. The teachers should simplify the language and content to make learners understand the learning content of Geography. Mthethwa (2015) confirms that teachers\u0026rsquo; ability to provide good reading of map work is one of the most powerful factors in determining how learners learn and read reveal one of teachers\u0026rsquo; competency. The researcher\u0026rsquo;s view is that a language of teaching and learning in a classroom is important to be understood by teachers and learners.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInsufficient resources\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn every educational field, resources are the centre of teaching and learning. Inadequate resources in the field of Geography creates articulation gap as they serve as supportive system to the learning content delivered in the classroom. In the context of Geography, the teaching of map work requires numerous resources that are relevant to the classroom context, such as maps, over-head projector, globes, and models to accommodate all types of learners that are found in the Geography classroom. In response to the availability of resources, participants had this to say:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTBP1\u003c/strong\u003e: \u0026ldquo;\u003cem\u003eWe only use south African maps to make learners understand the \u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e Mapwork.\u0026rdquo; \u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTBP3\u003c/strong\u003e: \u0026ldquo;we\u003cem\u003e only have maps and over-head projector to show learners different \u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e types of videos.\u0026rdquo; \u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTBP5\u003c/strong\u003e: \u0026ldquo;\u003cem\u003eSome resources such as over-head projector but the problem lies with the\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e \u003c/em\u003e\u003cem\u003e \u003c/em\u003e\u003cem\u003eelectrical plugs as we cannot connect the projector\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe reflection above shows that most of Geography teachers have the maps in use, and in possession of projector to be used but needs some appliances to be plugged on. Therefore, teachers are unable to teach concepts and processes on the slides before learners could locate or identify it on the maps. These makes teachers not to teach learners and help learners to understand the content to meet the mapwork requirements. In addition, the maps used in Geography are only for certain part of South Africa instead of using the local maps to involve learners in the lesson. The availability of maps used in the test or examinations is an issue in Geography as teachers always reveal that the maps are not enough for the whole classroom. Kolb (1971) argue that active experimentation is a pre-requisite in a classroom where map work is taught. Therefore, teachers need to create local map or print to make learners understand any kind of maps to be given during Assessment. Textbooks of Geography contain few map extracts and there are insufficient specialized map skills textbooks being used in the subject Geography (Naxwexa, 2018:26). Innes (2012:79) argues that teachers should be provided with maps of the local area and offered training on how to use maps to teach the subject Geography.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e Classroom size\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTeachers are found to be in possession of more learners where it becomes very difficult to give constructive feedback and techniques to tackle the teaching of mapwork. In addition, the high ratio in these Geography classes frustrate teachers regarding the topic of map work. Participants in this study mentioned that:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e TBP1\u003c/strong\u003e: \u003cem\u003e\u0026ldquo;I have more than 60 learners in one Geography classroom in the school.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e This makes most of learners not to understand the concepts and\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e Processes of Geomorphology.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e \u003c/em\u003e\u003cstrong\u003eTBP8\u003c/strong\u003e:\u003cem\u003e \u0026ldquo;I have 60 learners in one classroom of Geography, and it becomes very \u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e difficult for a teacher to attend to individual learners in the classroom.\u0026rdquo; \u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eIn the context of Geography classroom, the nature of learning environment that teachers work in (Classroom appearance and layout), size of the classroom and availability of Geography learning resource have a significant influence on the decision that teachers make about teaching (Pichana, 2017). Malatji and Singh (2018) are of the view that teachers\u0026rsquo; personal qualities and their approaches to classroom management influence the way they teach. Therefore, classroom capacity should be tackled or be in line with the methods to be used in the classroom. In addition, Kolb (1971) emphasises on accommodating style that require a teacher to include all learners in the classroom and accommodate all regardless of the circumstance of the classroom.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThe study concluded that teachers experience numerous challenges relating to teaching of mapwork in secondary schools secondary. However, there is a need to enhance quality of teaching Geography in secondary schools. Secondary Geography teachers should attend to internal and external workshop to reduce the challenges brought by teacher articulation gap. This means the field of Geography teaching in South Africa still requires proper training of Geography content as a requirement for quality teaching to promote Geography subject. Moreover, the study concluded a need to equip in-service teachers with mathematics basics to allow teachers interpret geographical readings when teaching mapwork.\u003c/p\u003e"},{"header":"RECOMMENDATIONS","content":"\u003cp\u003e\u003cstrong\u003eContribution of the Department of Basic Education\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Department of Basic Education should always have a coordinated and supervised relationship with schools to promote good quality education which improves the Geography teaching and learning of map work. The full support should be\u0026nbsp;directed\u0026nbsp;to educational specialists, departmental heads, and teachers. This could be in a form that\u0026nbsp;the\u0026nbsp;Department of Basic Education\u0026nbsp;organizes\u0026nbsp;Meteorologists\u0026nbsp;and Geography experts to equip teachers with knowledge of teaching interpretation of Geomorphology on maps. In addition, the government should review the document of the teacher-learner ratio in the classroom for effective and manageable classroom. The Department of Basic Education should also provide enough Geography textbooks and local maps to schools as\u0026nbsp;resources or instructional materials to promote quality teaching of Geography.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMastery of the content\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Geography teachers in the field of education should be trained more on Geography content and maps to close teacher articulation gap on the teaching of map work. The teachers should be equipped with content as most of the teachers in different circuits, districts\u0026nbsp;and provinces have content gap on Geography content and maps. This was also revealed by the National\u0026nbsp;Senior\u0026nbsp;Certificate\u0026nbsp;Diagnostic\u0026nbsp;Report results.\u0026nbsp;Therefore, teachers should always be trained on the content\u0026nbsp;and\u0026nbsp;its application on the maps to meet the requirements of teaching and learning Geography. The content should always be taught concurrently to make learners understand the application of theoretical content on maps.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\n\u003cp\u003eK wrote the abstract, introduction and background of the study, the research questions and literature review. K.S penned the theoretical framework, methodology, conclusion, and recommendations of the study. Both authors compiled findings and discussions.\u003c/p\u003e\n\u003ch2\u003eAcknowledgement\u003c/h2\u003e\n\u003cp\u003eWe would to knowledge teachers who took their time to participate in this study; The Department of Basic Education who providing us with access to school, and the school principals (gate keepers) that allowed us in the school premises and also gave us some time to engage with teachers.\u003c/p\u003e\n\u003ch2\u003eDATA AVAILABILITY\u003c/h2\u003e\n\u003cp\u003eCONFIDENTIALITY AND ANONYMITY\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAlexander, S., \u0026amp; Boud, D. (2018). Learners still learn from experience when online. In \u003cem\u003eTeaching \u0026amp; Learning Online\u003c/em\u003e (pp. 3-15). Routledge.\u003c/li\u003e\n \u003cli\u003eAmosun, P. A. (2016). 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School geography in South Africa after two decades of democracy: teachers\u0026apos; experiences of curriculum change. \u003cem\u003eGeography\u003c/em\u003e, \u003cem\u003e100\u003c/em\u003e(2), 94-101.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"challenges, teacher, articulation gap, secondary Geography, teaching, map work","lastPublishedDoi":"10.21203/rs.3.rs-4912820/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4912820/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eGeography 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\u0026rsquo; 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\u0026rsquo;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.\u003c/p\u003e","manuscriptTitle":"Exploring teacher articulation gap when teaching map work: A Case study of Geography teachers in South African schools","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-09-24 02:14:44","doi":"10.21203/rs.3.rs-4912820/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"2a1f5a61-a3f4-4d20-87b2-6033fb1ceaf1","owner":[],"postedDate":"September 24th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-10-11T09:24:00+00:00","versionOfRecord":[],"versionCreatedAt":"2024-09-24 02:14:44","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4912820","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4912820","identity":"rs-4912820","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}