Maintaining mastery but feeling professionally isolated: experienced teachers’ perceptions of teaching outside the classroom

Barfod, Karen Seierøe

doi:10.1080/14729679.2017.1409643

Cited by 29 publications

(30 citation statements)

References 33 publications

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“…This mindset corresponds to a previous study in which ten primary school teachers in Scandinavia who gained some experience in the so called "udeskole" (teaching outside the classroom) were interviewed. Results showed that teaching outside can stimulate a feeling of regaining one's professionalism (Barfod, 2017). However, the freedom and autonomy also create a double-edge sword as it puts a challenge on one's professional judgment as a teacher.…”

Section: Just Do Itmentioning

confidence: 98%

Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers

et al. 2020

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With a growing number of primary schools around the globe greening their schoolyards, opportunities arise to realize outdoor learning in natural areas on the school's premises. Despite their promising potential, green schoolyards as outdoor learning environments remain mostly unintegrated in teachers' educational practices. In the current study, teachers of five primary schools in Netherlands were followed for two consecutive years during a participatory action research project. Based on their experiences in this project, teachers identified barriers when integrating the green schoolyard as a learning environment and found practice-based solutions to overcome these barriers. Across schools, a total of 20 meetings were organized, with 75 teachers participating in the project. Results revealed four broad themes encompassing barriers and solutions. Teachers feel hindered by outdoor learning having no formal status in their current educational practice, experience barriers related to a lack of confidence in their own outdoor teaching expertise, find it difficult to get started, and experience barriers related to physical constraints. Teachers, professionals, and researchers together found solutions to overcome each specific barrier. These solutions can be translated to general recommendations: just do it, get educated and inspired, engage in real-life experiences, get an outdoor pedagogical mindset, and follow a tailored process. The findings can be used by primary schools and other institutions to develop interventions that support teachers to further integrate the green schoolyard as a learning environment.

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Section: Just Do Itmentioning

confidence: 98%

Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers

et al. 2020

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“…Although SDT has been used extensively in educational contexts, the focus has been on the motivation of pupils to learn (Deci, Vallerand, Pelletier & Ryan, 1991;Grolnick & Ryan, 1987) teachers' motivation has not been studied as closely. A recent qualitative study has used SDT to look at teachers' motivation in teaching outdoors (Barfod, 2018) which placed great emphasis on both teachers' decision making (autonomy) and the social relatedness of teachers, through building of professional networks. The study by Barfod (2018) further highlighted the importance of social relatedness as a contributing factor to increased motivation in relation to outdoor learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…A recent qualitative study has used SDT to look at teachers' motivation in teaching outdoors (Barfod, 2018) which placed great emphasis on both teachers' decision making (autonomy) and the social relatedness of teachers, through building of professional networks. The study by Barfod (2018) further highlighted the importance of social relatedness as a contributing factor to increased motivation in relation to outdoor learning. Building on that study, our own work aims to look at motivation for teaching outdoors using the same framework but a quantitative methodology.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Nature relatedness in student teachers, perceived competence and willingness to teach outdoors: an empirical study

Barrable

Lakin

2019

Journal of Adventure Education and Outdoor Learning

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Despite a drive towards more learning outside the classroom, teachers' confidence to teach outdoors has been identified as a barrier to regular and positive outdoor experiences. Initial Teacher Education (ITE) has been seen as one of the ways to increase teachers' confidence, yet such provision is variable and has not been studied extensively. In this study we explore how a practical outdoor session can increase motivation to teach outdoors. Moreover, using a Self-Determination Theory framework we hypothesise that increased nature relatedness would be associated with higher perceived competence and willingness to teach outdoors. Forty-nine ITE students took part in the outdoor session, and responded to pre-and post-measures of nature relatedness, perceived competence and willingness to teach outdoors. Results suggest a positive correlation between nature relatedness and both perceived competence and willingness to undertake outdoor sessions. Moreover, nature relatedness was significantly higher after the outdoor environmental education session.

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“…Common barriers cited by teachers and headteachers include; existing curriculum pressure, the high demand on teachers’ time, teachers’ confidence and self-efficacy, safety, cost and access to resources and training[27–31]. Teachers have also expressed a conflict between the autonomy in choosing outdoor learning as a teaching method yet lacking acknowledgment and support from colleagues and the wider school network[32]. Recommendations to overcome barriers and integrate outdoor learning within the school setting include providing schools with a clear evidence base[27].…”

Section: Introductionmentioning

confidence: 99%

Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views

et al. 2019

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The relationship between child health, wellbeing and education demonstrates that healthier and happier children achieve higher educational attainment. An engaging curriculum that facilitates children in achieving their academic potential has strong implications for educational outcomes, future employment prospects, and health and wellbeing during adulthood. Outdoor learning is a pedagogical approach used to enrich learning, enhance school engagement and improve pupil health and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised beyond the early years by education inspectorates. This requires evidence into its acceptability from those at the forefront of delivery. This study aimed to explore headteachers’, teachers’ and pupils’ views and experiences of an outdoor learning programme within the key stage two curriculum (ages 9–11) in South Wales, United Kingdom. We examine the process of implementation to offer case study evidence through 1:1 interviews with headteachers (n = 3) and teachers (n = 10) and focus groups with pupils aged 9–11 (n = 10) from three primary schools. Interviews and focus groups were conducted at baseline and six months into implementation. Schools introduced regular outdoor learning within the curriculum. This study found a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in pupils’ engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers’ job satisfaction. Curriculum demands including testing and evidencing work were barriers to implementation, in addition to safety concerns, resources and teacher confidence. Participants supported outdoor learning as a curriculum-based programme for older primary school pupils. However, embedding outdoor learning within the curriculum requires education inspectorates to place higher value on this approach in achieving curricular aims, alongside greater acknowledgment of the wider benefits to children which current measurements do not capture.

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Maintaining mastery but feeling professionally isolated: experienced teachers’ perceptions of teaching outside the classroom

Cited by 29 publications

References 33 publications

Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers

Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers

Nature relatedness in student teachers, perceived competence and willingness to teach outdoors: an empirical study

Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views

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