A Framework for the Development of Schoolyard Pedagogy

Advancing preservice teacher’s science pedagogy beyond the classroom

“…Additionally, simply talking about such experiences (the guest lecture) proved not to be sufficient to encourage students to include out-ofclassroom learning in their own plans. Without experiencing the out-of-classroom environments themselves with multiple opportunities to do so, PSETs were less likely to experience intense pedagogical experiences needed to support this development (Feille, 2013(Feille, , 2017(Feille, , 2019Foran, 2005). The PSETs' experiences in the out-of-classroom contexts permitted a broadening of how they considered teaching and learning of science (Kisiel, 2013) and repeated or varied opportunities to see such environments facilitated further development of a schoolyard pedagogy.…”

“…To encourage the use of learning environments beyond the four walls of a classroom, teacher preparation programs should integrate learning experiences for preservice teachers that engage them in learning science and methods for science teaching beyond the classroom (Tal & Morag, 2009). Elementary teachers who successfully integrate out-of-classroom learning into their teaching reflect on intense pedagogical moments where their view of teaching and learning shifts based on their experiences beyond the classroom (Feille, 2013(Feille, , 2017(Feille, , 2019. Teacher preparation courses that expose preservice teachers to out-of-classroom teaching and learning experiences have the potential to provide intense pedagogical moments as a foundation for teachers to build their self-efficacy and practice in teaching beyond the traditional classroom environment (Feille, 2017;Carrier, 2009a).…”

“…n.p.). To support the development of schoolyard pedagogy, teachers require intense pedagogical experiences, opportunities for and access to out-of-class teaching and learning, as well as continuous and ongoing support (Feille, 2019). In pre-service teacher development, science teacher educators can capitalize on and facilitate potential intense pedagogical experiences and opportunities to access out-of-classroom learning to support the beginning development of schoolyard pedagogy for future science teachers.…”

“…Intense pedagogical experiences (Feille, 2013;Foran, 2005) for an early-career teacher may help to develop a disposition of nature-lover, a vision of students as engaged with their environment, and understandings of the needs of and values for students in out-of-classroom learning environments (Feille, 2019). Opportunities and access to out-of-classroom learning environments require repeated and easy exposure to locations where science teaching can happen beyond the four walls of the classroom.…”

“…FEILLE work to identify the tools and practices best aligned with out-of-classroom teaching. Additionally, the frequency of engagement with such environments can support teachers' understanding of potential opportunities for student learning (Feille, 2019).…”