This paper analyses the relationship between teachers’ understanding of the nature of Geography and their classroom pedagogical practices at the senior secondary level, which studied Geography Post Graduate Teachers in selected government and private schools of Delhi-NCR. The reported sample comprised 40 schools and 60 Geography PGTs, equally divided between government and private schools.

The study used the Test on Understanding of the Nature of Geography (TOUNG) and the Observation Schedule Adopted for Classroom Teaching Strategies (OSACTS). TOUNG contained 55 multiple-choice items and recorded a mean score of 25.22, a standard deviation of 3.88 and a mean percentage of 49.71%. The reported distribution placed 63% of teachers in the average category, 17% in the exceptional category and 20% in the low category. OSACTS examined eight dimensions of classroom practice, including lesson introduction, pedagogy, teaching-learning materials, Geography skills and strategies, interaction, diversity, assessment and classroom management.

The findings indicate that most teachers demonstrated an average understanding of the nature of Geography. Classroom practice was generally rated effective in several dimensions, but ICT integration and some geography-specific resources were comparatively weaker. This reports a statistically significant association between TOUNG and OSACTS categories. The paper interprets this association as evidence that conceptual understanding and pedagogical practice are connected, while avoiding a causal interpretation.