Everyday Teaching and Outdoor Learning: Developing an Integrated Approach to Support School-Based Provision

Autor/in	MacQuarrie, Sarah
Titel	Everyday Teaching and Outdoor Learning: Developing an Integrated Approach to Support School-Based Provision
Quelle	In: Education 3-13, 46 (2018) 3, S.345-361 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (MacQuarrie, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2016.1263968
Schlagwörter	Teaching Methods; Outdoor Education; Theory Practice Relationship; Guidelines; Preschool Education; Elementary Education; Foreign Countries; Teacher Role; Learning Processes; Barriers; Profiles; Statistical Analysis; Innovation; Surveys; United Kingdom (England); United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Freiluftunterricht; Theorie-Praxis-Beziehung; Richtlinien; Pre-school education; Vorschulerziehung; Elementarunterricht; Ausland; Lehrerrolle; Learning process; Lernprozess; Charakterisierung; Profilanalyse; Statistische Analyse; Survey; Umfrage; Befragung
Abstract	In the UK, teachers are increasingly being encouraged to support and undertake outdoor learning. Despite such support there is a paucity of research that has considered how outdoor learning can be implemented and offered on a regular basis by teachers. The lack of empirical research that has centralised the role of the teacher is at odds with the interest in this topic and the need for theory-driven guidance suited to teachers. Research is reported that aimed to support the provision of outdoor learning opportunities for children aged between three and eleven at nine settings (pre- or primary schools) in Scotland and England. A set of flexible guidelines that link theory and practice were used by 14 teachers. This article focuses on teachers' reports of their activity. The incorporation of outdoor learning within conventional teaching and learning approaches is found to be feasible and the implications for practice and future research are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01