Reading landscape by high school graduates in Czechia: the perspective of high school teachers and academic geographers

Abstract

Understanding and practicing the skill of reading landscape is paramount for responsible behavior. The European Landscape Convention underscores the importance of comprehending the ongoing processes in one’s surroundings, with a dual aim of landscape preservation and efficient utilization. This proficiency should extend beyond geography graduates, becoming an integral part of school education. Surprisingly, the development of reading landscape has been largely overlooked in both school curricula and educational research. This study engaged 21 high school geography teachers and academic geographers who provided 274 questions in response to photographs depicting diverse landscapes, including urban, rural, and natural, at varying levels of detail. Teachers exhibited greater creativity and posed questions demanding more active interaction with the images compared to academic geographers. Notably, some photographs evoked strikingly similar inquiries. Through a rigorous qualitative analysis of the questions offered, we crafted a definition of reading landscape tailored for high school graduates, expressed as expected outcomes. This definition holds promise as a practical guide for geography educators seeking to cultivate these essential skills and offers a foundation for further exploration in the realm of reading landscape.