representation of non-professional teaching experiences of geography teachers; A phenomenological research

The purpose of the present research is to represent the experiences of teachers who teach geography in the second year of high school, but their academic field is not geography education. Qualitative and phenomenological research. The field of research of this qualitative research is the secondary school teachers of Hamedan city, whose field of study is not geography education, but they have taught geography education as a non-specialized teaching for at least 2 years. The teachers were selected purposefully. A semi-structured interview was used to collect data, and the data collection and interview process continued until theoretical saturation. After recording the interview, their text was prepared, then the main themes and secondary themes were extracted using MAXQDA version 11 software. The findings include 7 main topics: impact on education, how to coordinate with non-specialist teaching, the role of planners in non-specialist teaching, encountering students, reasons for choosing geography as a non-specialist subject, challenges of non-specialist geography teaching and opportunities. Teaching non-specialized geography. The results of the research showed that in most cases, non-specialized teaching was not the teacher's choice and desire, and the teacher was forced to accept non-specialized teaching of geography due to various reasons and against his inner desire. It is necessary for education and training to consider the specialized needs of subjects in different regions in recruiting and recruiting, and not to consider geography education as non-specialized and within the capabilities of all teachers under the pretext of simplicity and ease.