Abstract
This article draws insights from the experiences of Geography preservice teachers gained from the mandatory mapwork service learning for the Geography learners in grade 10, 11 and 12. Map work is considered an essential element of Geography, yet acquiring map skills remains problematic for many South African Geography learners. There is a consistency in the outcry of the learner's lack of map literacy, regardless of the robust strategies emphasized for the effective teaching of map skills and the emergence of technologies. Considering that the issue of map literacy has been persistent in South Africa, it is imperative to explore every possible alternative that would contribute towards equipping learners with map skills and other competencies required for mapwork. Therefore, the article explores the challenges, strategies and resources used by Geography preservice teachers to tutor map work in grades 10,11 and 12 during the service learning. Accordingly, the article argues that a mandatory mapwork service learning could contribute to reducing some of the challenges around mapwork. Empirical data was collected through an in-depth analysis of twenty teachers' structured reflections that were administered at the end of the preservice teacher's service learning. The analysis of these reflections followed content and qualitative analysis approach. The findings indicate that the preservice students had a positive and developmental experience during the service learning. Different teaching strategies and resources were repurposed for tutoring. Although met with some learners' challenges, the processes employed in the implementation of the strategies helped developed learners with basic map skills which the data indicated was a major challenge prior to the mandatory mapwork service learning.