This thesis aims to conceptualise the notion of the 'problematized landscape' by establishing a connection between both geographical and didactic concepts. It seeks to achieve this linkage in a logical and chronological manner, with the goal of tracing the historical evolution of school geography in Tunisia. Additionally, this exploration may potentially pave the way for exploring new avenues for connecting problematisation with other geographical concepts. Beyond delving into the pedagogy of problem-solving, this research also explores what Michel Fabre aptly describes as 'the other facet of problematisation': reflexivity within the realm of education and training. Consequently, it takes a step further in comprehending the intricate nature of training scenarios, characterized by an intricate problematisation that centres on problem pedagogy and is scrutinized through the analysis of practices – essentially, the dual dimensions of problematisation according to Fabre. Therefore, the study aims to address the following two fundamental research questions :1. Does the landscape approach serve as an effective entry point for problematizing the training of primary school geography teachers within the Tunisian context ?2. What pedagogical approach and training strategies for primary geography teachers could promote the modelling of problematisation in training ? Methodologically, this research adopts a hermeneutic paradigm aimed at achieving an in-depth understanding of didactic phenomena. To this end, three primary methodological stages can be identified:• The integration of the two key concepts, Landscape and Problematisation, culminating in the creation of a documentary reading framework.• The chronological examination of the content of documentary resources based on the aforementioned reading framework.• An exploratory approach to investigating and enhancing the 'problematized landscape' of 'teacher-catalysts' within the context of training.