Understanding, mastering and applying new ideas in geography didactics is the most proper way to achieve a high professionalism in geography education in Bulgaria. Such professionalism implies three prerequisites: a scientifically based (and not only intuitive) professional activity, high and sustainable results and a clear positive attitude towards it. The high professionalism is the required basis for successful solving the current problems of Bulgarian geography education which are of different nature: training and further qualification of working staff, preparation of needed school documentation for thematic subject "Geography and Economy" and the design of research programs and projects in school practice. Undoubtedly, we have to explore the foundations of didactics (its theory and methodology) because it is the starting point for creative problem solving or the implementation of upcoming geography educational tasks. In this context, and against the background of the increasingly higher modern public demands and attitudes towards education, it is necessary to interpret the geography didactics as a science in a new, modern way. In presented paper are examined the essence, subject matter and main issues of geography didactics; scientific tasks and research methods and its place among other sciences. It is also important to outline the trends of development and scientific potential of geography didactics. Dydaktyka geografii -teoria i metodologia (na przykładzie Bułgarii) StreszczenieZrozumienie, opanowanie i zastosowanie nowych pomysłów w dydaktyce geografii to prawdziwy krok w kierunku osiągnięcia wysokiego poziomu profesjonalizmu w edukacji geograficznej w Bułgarii. Taki profesjonalizm według nas oznacza trzy rzeczy: opartą na nauce (nie tylko intuicyjną) działalność zawodową, wysokie i trwałe rezultaty, wyraźne pozytywne nastawienie do niej. Podejście takie jest niezbędne jako podstawa w rozwiązywaniu bieżących problemów bułgarskiej edukacji geograficznej o różnym charakterze: w przygotowaniu i kwalifikacji kadr; w opracowywaniu dokumentacji badań geograficznych i ekonomicznych; w opacowywaniu programów badawczych i projektów w praktyce szkolnej. Niewątpliwie musimy opierać się na zasadach dydaktyki -jej teorii i metodologii, ponieważ jest to punkt wyjścia do twórczego rozwiązywania problemów lub realizacji przyszłych zadań Geography Didactics -theory and methodology (Bulgarian case)[131] edukacji geograficznej. W tym kontekście, w obliczu coraz bardziej zlożonych nowoczesnych zadań publicznych i postaw wobec edukacji, konieczna jest stosowna interpretacja dydaktyki geografii jako nauki. Przedkladamy naszą wizję na: jej istotę, przedmiot i zagadnienia; miejsce wśród nauk; zadania naukowe i metody badań. Przedstawiamy kierunki rozwoju i potencjał naukowy.

The association of pedagogical activity with the gardening is not a new one. Usually this metaphor presents the teacher as gardener who actively influences the process of natural growth of the plants in the garden (pupils in school). In our paper we present the contemporary geographical education as garden in which the "geographical literacy" is growing as product of mutual efforts of gardener and plants (teacher and pupils). The plants we grow are alive and vital, they possess their own dynamics and this makes it hard to determine and accelerate the process of their growth by the mere will of the gardener and in the way he alone envisions their development.The "geographical garden" and its plants are separated from the environment (other educational subjects) by a fence. As our garden continuously interacts with that environment, the fence is playing a crucial rolefirst to protect the plants from the pests (reduced geography lessons in secondary school curriculum, obsolete school facilities) and second -to provide transparency for innovative approaches and good practices (new information technologies, improvement of organizational culture and behavior). The gardener's goal is to preserve the vitality of the plants (the motivation of the pupils) and to achieve high yields (geographical literacy) by using a number of contemporary tools and instruments (new educational methods and techniques). This paper and the metaphor used aims at providing an improved model of geographical literacy setup and development based on the traditional Bulgarian model.

The achieved level of education is one of the fundamental benchmarks defining the social and economic development of a country and the quality of life of its citizens. The training of future teachers (pedagogical staff) is of crucial importance in that matter. The innovation approaches in achieving higher quality training and their application need to be aligned with the current demographic changes and their influence on the labor market. The publication focuses on the process of training geography teachers in the Sofia University "St. Kliment Ohridski" and the application of such innovative approaches that are in line with the contemporary requirements and the needs for high quality geographical didactic education. Research methods: Theoretical analysis, empirical analysis, qualitative and quantitative analysis and evaluation, statistical methods.

The development of inclusive education ideas in Bulgaria over the past few years has been a strategic policy in the field of education. This policy is in response to processes to eliminate all forms of forced school leaving for children. Inclusion in education is based on the understanding that all children are different and that the school must change to meet the individual needs of each child for active learning. Dropout children from general education, for various specific reasons, are directed to specialized schools and homes where they continue their education separate from their classmates. Usually, the curricula in these schools are designed according to standards and criteria other than those in general education. For this reason, dropping children do not receive equal access to education that is contrary to their constitutional rights. Geographical education, whose main purpose is to form the foundations of geographical culture, in our view, has the potential, through various methods and forms of general education, to respond to this worrying trend. Teamwork and work on school projects based on the content base of the subject Geography and Economics can be the key to solving this problem. By forming geographical literacy, competence and patterns of behavior in the geographical space, it is possible to increase the interest in education and drop-out children from the education system to find a form for inclusion in an active educational process, along with their classmates. Research methods: Theoretical analysis, empirical analysis, qualitative and quantitative analysis and evaluation.

The contemporary geography didactics in Bulgaria is evolving through thorough study of the theoretical foundations and best practices in the countries with well-developed educational systems. Thus in our paper we examine the achievements of the German school of didactics and present the didactical modeling as main prerequisite, condition and factor for providing high quality planning, organization and implementation of the geography educational process. We have also focused on the analysis of basic didactical models and the opportunities to adapt them in the geography educational system in Bulgaria.