To teach geography at school level properly, teachers are required to be masters of the subject content. However, most geography teachers do not show confidence and ability to teach geomorphology and maps. Hence, with the study reported on here, we aimed to examine the level of geography teachers’ preparedness on the interpretation of geomorphology on maps. We followed a qualitative approach to examine the preparedness of teachers in Moletlane secondary schools in the Limpopo province of South Africa, to teach the interpretation of geomorphological maps. A case study research design with an interpretivist paradigm was used. Purposive sampling was applied to select 7 participants who have been teaching geography in Grades 10 to 12 for the past 10 years. Data were collected through individual semi-structured interviews, classroom observations, and document analysis. Kolb’s learning theory was used as a theoretical lens to examine the preparedness of geography teachers on teaching the interpretation of geomorphological maps and themes that emerged from the data. The study reveals that most geography teachers did not have a proper understanding of geomorphology content to teach learners how to interpret drainage basins, fluvial processes, catchments, and river management using maps. Furthermore, most teachers did not know what geography skills were required to teach learners to identify, record and interpret the content on maps. Therefore, geography teachers need to be equipped with knowledge of how geomorphology and maps can be taught simultaneously. We recommend that geography teachers use YouTube videos for observation of the fluvial processes and engage in monthly professional learning communities (PLCs) and circuit workshops to clarify the confusion of the interpretation of geomorphology content and maps through the facilitation of educational specialist. This article contributes to the existing knowledge on the teaching and learning of geomorphology and map work in the geography curriculum.

https://doi.org/10.15700/saje.v46n1a2518

ORCiD iDs of authors:
Karabo Molapo - https://orcid.org/0009-0008-3731-1036
Khashane Stephen Malatji - https://orcid.org/0000-0002-4711-5679
Jane Tozama Mthembu - https://orcid.org/0000-0001-6589-5835