Didactic mediation as a central category in Geographical teacher education: analysis from a case study in Mexico

Abstract

Teacher education in Geography requires understanding the processes through which teachers construct didactic and disciplinary knowledge that supports the development of geographical thinking. In Latin America, traditional approaches focused on content transmission persist, offering few opportunities to promote critical spatial reflection. Drawing on cultural-historical theory, which conceives didactic mediation as central to knowledge construction, this article analyzes how such mediation is shaped in the practice of Geography teachers at a public upper secondary education institution in Mexico. Methodologically, the study was based on the design of an online questionnaire aimed at exploring teachers’ conceptions of mediation, the formation of geographical concepts, and professional formation. The analysis of their responses helped identify training needs, which led to the design and implementation of an intervention workshop aimed at strengthening didactic mediation and concept formation for the development of geographical thinking. The results reveal gaps and potentialities in how teachers articulate didactic mediation with geographic content, as well as the relevance of situated teacher education to foster more reflective practices. This study contributes to understanding and enhancing geography teacher education at the upper secondary level from the perspective of didactic mediation.