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| Autor/in | Riveros, Glenda D. |
|---|---|
| Titel | The Pedagogy of Nature: Teachers' Reflections on Meanings Made with/in Outdoor Spaces |
| Quelle | (2021), (213 Seiten)
PDF als Volltext Ph.D. Dissertation, Oklahoma State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-4387-5065-9 |
| Schlagwörter | Hochschulschrift; Dissertation; Females; Teachers; Personal Narratives; Recreational Activities; Outdoor Education; Self Actualization; Individual Development; Values; Autobiographies; Teacher Attitudes |
| Abstract | The purpose of this narrative inquiry study was to 'come alongside' women educators who value and therefore spend extended periods of time outdoors to consider how they story those experiences and events, and, in doing so, to illuminate what their stories reveal about the influences of those experiences their worldviews, views of self, and educational paradigms. Coming alongside six experienced educators ages 42-66, I entered dialogically into the stories of their experiences outdoors. Compelled by my emic perspective as a woman educator who also values spending time in nature, I offer substantial autobiographical reflections on my experiences. I used concepts from John Dewey's philosophy of experience to examine narrators' experiences through stories and my autobiographical passages first individually, then across cases to find commonalities. The seven major themes which arose across accounts of their experiences were: (1) Narrators' stories revealed that past events inform their perceptions of the present and future; (2) Narrators placed value on going outside to be with others; (3) Narrators valued going outside to be alone; (4) Nature influenced their pedagogical paradigms; (5) Dewey's philosophies of doing and undergoing were manifested in their experiences as two ways of being with and in nature; (6) Their experiences in nature served as a catalyst for narrators to become and/or discover who they are; (7) Narrators storied an ongoing drive to go into nature as a lifelong journey which they valued and pursued. The data from this study revealed that experiences in nature can be not only deeply educative, but also serve as a locus of transformative growth and self-understanding. Additionally, outdoor interactions hold empowering potential for teachers (corporeally, emotionally, spiritually, physically). Consistent with Clandinin & Connelly's approach to narrative inquiry, the study concludes with a consideration of "questions worth asking" raised by the study's discoveries. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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