Taking Off the Backpacks: The Transference of Outdoor Experiential Education to the Classroom

Autor/inn/en	Bolick, Cheryl Mason; Glazier, Jocelyn; Stutts, Christoph
Titel	Taking Off the Backpacks: The Transference of Outdoor Experiential Education to the Classroom
Quelle	In: Journal of Outdoor Recreation, Education, and Leadership, 14 (2022) 2, S.54-71 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1948-5123
Schlagwörter	Graduate Study; Teacher Education Programs; Outdoor Education; Program Effectiveness; Experiential Learning; Elementary Secondary Education; Teamwork; Teacher Attitudes; Peer Relationship; Teacher Collaboration; Barriers; North Carolina + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Freiluftunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Lehrerverhalten; Peer-Beziehungen; Lehrerkooperation
Abstract	Schools of education continue to struggle with how to best meet the needs of practicing teachers enrolled in graduate teacher education programs. The University of North Carolina at Chapel Hill's School of Education designed a graduate teacher education program with an embedded outdoor education residency component to disrupt practicing teachers' concepts of teaching with the intent of impacting their professional practice. This qualitative study reports the results of a multi-year investigation into the transference of the learning that occurs in the outdoor experiential education residency into teachers' classroom communities. The experiential opportunities were designed to embolden the teachers to rethink community and to reinvent their teaching practice. The findings inform our understanding of the transference of outdoor experiential education as teachers took off their backpacks and returned to the K-12 classroom. Particularly evident in the data were the ways teachers' own engagement in authentic community as part of the residency model influenced their efforts to create the same opportunities for their K-12 students and for themselves in their school communities. Our findings reveal images of possibility while also noting obstacles to transference. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01