Abstract
Geographical education in primary and secondary schools, including grammar schools, is undergoing a development that reflects a shift in geographical research, changes in the spatial organization of society, and also various requirements and goals of the educational process. Related to this is the emphasis on the inclusion of interactive forms of teaching, which would suitably complement the classic lectures.
Specifically, in geography lessons various forms of fieldwork education can be used which provide different opportunities to demonstrate, practically, the issues being studied. It offers more space for the active involvement of pupils, who can, for example, take part in the mapping of various geographical phenomena or participate in solving specific problems in their municipality.
The main aim of this study was to find out how key actors of the educational process perceive field teaching: pupils on the one hand and teachers on the other. Using semi-structured interviews at five selected schools in Prague and the Central Bohemian Region, we analyzed the most frequently mentioned positive and negative aspects of its implementation and looked for similarities and differences in the perception of field teaching of geography through the eyes of pupils and teachers.
Among other things, the possibility of teamwork or a stay in an outdoor environment was evaluated very positively. The teachers interviewed perceived more disincentives than the pupils: for example, the difficulty of fieldwork for preparation, and health risks.