Friluftsliv i lærarutdanning – utvikling av respekt for natur og miljømedvit for ei berekraftig framtid

Abstract

The intention of this chapter is to investigate how ecocentric friluftsliv (outdoor life) works within an interdisciplinary pedagogical framework as didactic practice in educational activities focusing on environmental topics in teacher education. We explore the theoretical and ecophilosophical foundation of our ecocentric, pedagogical friluftsliv perspective and how it can contribute to developing respect for nature and environmental awareness for a sustainable future. The theoretical and ecophilosophical foundation is then discussed in comparison with empirical data from teacher education students who have completed a course emphasising ecocentric friluftsliv. We have chosen an instrumental case study as the methodological approach in our work. This method is applied to analyse the ecocentric friluftsliv perspective in relation to how students express their response to the educational activity. The results indicate theoretical and empirical grounds to claim that educational activities with an emphasis on ecocentric friluftsliv can be a positive contribution when working with environmental topics in teacher education, affecting pedagogical competence, the relationship with nature and environmental awareness.