Barriers to Biological Fieldwork: What Really Prevents Teaching Out of Doors?

Autor/inn/en	Scott, Graham W.; Boyd, Margaret; Scott, Lisa; Colquhoun, Derek
Titel	Barriers to Biological Fieldwork: What Really Prevents Teaching Out of Doors?
Quelle	In: Journal of Biological Education, 49 (2015) 2, S.165-178 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2014.914556
Schlagwörter	Biology; Barriers; Field Instruction; Student Attitudes; Preservice Teachers; Elementary School Teachers; Field Experience Programs; School Culture; Teacher Effectiveness; Self Efficacy; Teacher Attitudes; Foreign Countries; Focus Groups; Questionnaires; United Kingdom (England) + Suchen Sie Ihr Suchwort? Biologie; Praxisklasse; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Praxisnahes Lernen; Schulkultur; Schulleben; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Ausland; Fragebogen
Abstract	This paper considers a range of factors that may contribute to an unwillingness or inability of teachers to participate in the teaching of biology through fieldwork. Through a synthesis of the views of both pre-service teachers in training and primary school teachers in practice we explore the relative importance of a wide range of potential barriers and potential responses to them in the context of the wider literature. We conclude that although fieldwork may be impeded by the interaction of a wide range of individual barriers, including an individual's predisposition towards the outdoors, it is possible to group interacting barriers into two main areas: school culture and teacher confidence. It is also apparent that barriers may assume different levels of significance when considered in general terms rather than when applied to a particular context and that the significance of barriers may change through time. Encouragingly, we have also shown that in-service teachers have a willingness to overcome these barriers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01