In today’s world, where spatial distance and boundaries are disappearing, maps have gained importance as space and location information. It is necessary to have map literacy skills to understand, interpret, analyze and design maps. Map literacy is one of the skills that individuals should be acquired from an early age. Teachers have a great responsibility as individuals who will develop students’ map literacy skills and use these skills in teaching practices.  The aim of this study was to determine social studies teachers’ perceptions of map literacy, and their teaching practices. Data were collected using the semi-structured interview form in the study, which was designed as a case study from qualitative research approaches. A total of 16 social studies teachers voluntarily participated in the study. The study data were analyzed using the descriptive analysis method. Teachers’ perceptions of map literacy were determined to be limited to basic skills as an important result of the study. It has been determined that teachers do not use teaching practices to develop high-level map literacy skills. Teachers' practices to improve map literacy are mostly limited to traditional methods. Active teaching practices and out-of-classroom activities should be applied by teachers to develop map literacy skills. The teachers participating in the study stated that their problems in getting the map literacy skills acquired were caused by the insufficiency of textbooks, the excessive duration of the courses and the inadequacy of the physical conditions of the school. In order to solve these problems, social studies textbooks and teacher books should be prepared to help students develop their map literacy skills. The infrastructure of schools should be arranged to develop students' map literacy skills. The statement of the participant teachers which they consider their field knowledge on the subject was insufficient is an important result of the study.


Map literacy, teaching practices, social studies teachers