Emerging themes of research into outdoor teaching in initial formal teacher training from early childhood to secondary education – A literature review

Wolf, Christina; Kunz, Patrick; Robin, Nicolas

doi:10.1080/00958964.2022.2090889

Cited by 10 publications

(4 citation statements)

References 68 publications

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“…The value can be understood from the fact that it is the preservation of vegetation formations that has an impact on the abundance of water resources. This issue can be an ESD topic in outdoor learning that is very relevant and problematic to ask students and improving reflective thinking (Aladağ et al, 2021;Wolf et al, 2022). Cognitive improvement through outdoor learning will be actualized in the steps of the one-day outdoor learning model.…”

Section: Discussionmentioning

confidence: 99%

Outdoor Learning Model by Utilizing Mount Penanggungan Cultural Heritage to Realize Education for Sustainable Development

Segara,

Suprijono,

Marzuqi

2023

indonesian j. educ. res. rev.

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The cultural heritage of Gunung Penanggungan has the potential to become a space for education for sustainable development. But it has not been optimally utilized by formal schools. This study aims to construct a learning model that can contribute to realizing the SDGs through education for sustainable development by utilizing the potential that exists in Mount Penanggungan. Design-based research is used in the development of this outdoor learning model. There are three stages of development: 1) analysis and exploration; 2) design and construction; and 3) evaluation and reflection. The subject of this study was the development of a one-day outdoor learning model involving two experts for qualitative product validation. Research data collection methods are adjusted to the research objectives, including: 1) literature studies, journals, proceedings, and relevant research books; 2) expert review; and 3) a validation sheet of the learning model draft.The data analysis used in this study is a qualitative-verifiable data analysis strategy. The results of this study show the components of the outdoor learning model, which consist of: 1) impact; 2) syntax; 3) the role of the teacher; 4) a support system; and 5) the principles of learning, have been worth testing. The outdoor learning model developed is considered to be in conformity with the objectives of ESD. School support, teacher competence and technical preparation are key to successful learning. The advantage of this model lies in the process of exploration, collaboration and reflection carried out directly in an outdoor class.

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Section: Discussionmentioning

confidence: 99%

Outdoor Learning Model by Utilizing Mount Penanggungan Cultural Heritage to Realize Education for Sustainable Development

Segara,

Suprijono,

Marzuqi

2023

indonesian j. educ. res. rev.

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“…While more of research efforts exploring the outdoor teaching in teacher training have focused on pre-service teachers (Wolf et. al., 2022), only a few have explored the effectiveness of experiential intervention outdoor training on in-service teachers in early childhood education.…”

Section: Importance Of School-based Outdoor Learningmentioning

confidence: 99%

Impacts of School-Based Outdoor Pedagogical Training Programme on the Teaching Practices of Pre-Primary School Teachers in Oyo State, Nigeria

Leigh,

Ayodele,

Adekoya-Olapade

2024

AJEP

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Purpose: The pedagogical potential of outdoor learning in fostering the well-being and holistic development of children have been extensively documented in literature. Most pre-primary school children in Nigeria are however rarely exposed to outdoor learning experiences, owing probably to the inadequacies in knowledge and expertise among pre-primary school teachers. This study developed, implemented and determined the effectiveness of school-based experiential outdoor pedagogical training programme on the teaching practices of pre-primary school teachers in Oyo State, Nigeria. Methodology: The study adopted explanatory sequential design of mixed research methods, where qualitative data supported quantitative findings and provided evidences of the effectiveness of the training programme on outdoor teaching practices. The study used outdoor teaching competencies of the teachers, before and after the training, to provide quantitative evidence as well as interviews to elucidate the perspectives of the teachers on the impact of the training. The participants were (n = 36) pre-primary school teachers who were selected through multi-stage sampling technique across the three Senatorial districts in Oyo State, Nigeria. Experts in outdoor learning in early childhood facilitated the training. The participants were exposed to various critical aspects of their role in facilitating meaningful and enriching outdoor learning experiences for pre-primary children. The participants were engaged in hands-on training with various aspects of effective implementation of the early childhood curriculum in the outdoor environment. Aspects covered included lesson planning, sourcing lesson materials, organization of learning environment, instructional approaches and techniques, assessment and safety management, among others. The study was carried out between September, 2022 and June, 2023. Findings: The study found a variety of improvement in the outdoor teaching practices and learning opportunities for the children. The training showed positive effects on teaching practices and the overall performance of the teachers. The teachers showed increased skillfulness in lesson planning, instructional effectiveness, creativity and innovation in facilitating learning as well as deployment of varieties of teaching methods. The teachers broadly reported positive perspective of the training and believed it was helpful to their teaching practices. In addition, the teachers agreed that the training increased their confidence and expertise to engage children in quality outdoor learning as well as improved children's participation and enthusiasm for learning. Lack of policy support, parental concerns, time and availability of resources were some of the barriers reported by the teachers in the study. Unique Contribution to Theory, Practice and Policy: This study was anchored on experiential theory which emphasized the transformational effect of learning through direct experience, reflection and active experimentation. The findings appeared to lend support to the realms of theory, practice and policy within the domains of early childhood education. It enriched theoretical understanding by offering concrete, real-world applications of outdoor learning concepts, thereby, fostering a deeper comprehension of learning in the practical setting. It also provided pre-primary teachers with practical tools and strategies to effectively implement outdoor learning methodologies, thereby, promoting a more holistic and experiential approach to early childhood education. The study similarly provided a basis for the integration of outdoor pedagogy in the formal educational structure, emphasizing the significance of nature-based education and, suggesting the need for a broader integration of outdoor strategies in the context of educational policy development in Nigeria.

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“…Outdoor learning is driven by the same practices as well. For instance, in a review of literature that explored the emerging themes of teaching outdoors, two out of the 4C's (creativity and collaboration) emerged as frequently mentioned themes (Wolf et al, 2022a). Additionally, technology has also been embedded in outdoor learning, which can lead to the development of technology literacy, another element of 21st century skills (Wan Zumusni et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Linking 21st Century Learning Skills to Outdoor Learning: Exploring the Experiences of Primary School English Language Teachers in Malaysian Private Schools

Reshid¹,

Jeyaraj²

2022

TET

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Collaboration, communication, creative thinking, and critical thinking, or 4Cs, are important 21st century learning skills which prepare students to face challenges in the globalised world of the 21st century. In this paper, we explore the link between the 4Cs and a rather unconventional pedagogy, outdoor learning. In Malaysia, the outdoor learning space has not received much recognition and is often overlooked. Therefore, we sought the experiences of primary school English language teachers when engaging with outdoor learning to see how their practices reflected the 4Cs. Data were obtained through fivein-depth interviews with teachers and were analysed using an inductive approach. Two main themes which related to soft skills and thinking skills development were identified. It was found that outdoor learning had potential to enhance soft skills because it emphasised communication and collaboration. However, in terms of thinking skills we found that there is still room to engage more deeply and meaningfully with critical and creative 21st century learning skills. Currently, outdoor learning seems to be a rather grass-roots effort that happens at the discretion of individual teachers. Nevertheless, it has a role to play in nurturing critical and complex thinking and effective communication and collaboration which are needed for the 21st century.

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Emerging themes of research into outdoor teaching in initial formal teacher training from early childhood to secondary education – A literature review

Cited by 10 publications

References 68 publications

Outdoor Learning Model by Utilizing Mount Penanggungan Cultural Heritage to Realize Education for Sustainable Development

Outdoor Learning Model by Utilizing Mount Penanggungan Cultural Heritage to Realize Education for Sustainable Development

Impacts of School-Based Outdoor Pedagogical Training Programme on the Teaching Practices of Pre-Primary School Teachers in Oyo State, Nigeria

Linking 21st Century Learning Skills to Outdoor Learning: Exploring the Experiences of Primary School English Language Teachers in Malaysian Private Schools

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