5th-10th-Grade In-Service Teachers' Pedagogical Content Knowledge (PCK) for Sustainable Development in Outdoor Environment

Autor/inn/en	Aksland, Charlotte; Chang Rundgren, Shu-Nu
Titel	5th-10th-Grade In-Service Teachers' Pedagogical Content Knowledge (PCK) for Sustainable Development in Outdoor Environment
Quelle	In: Journal of Adventure Education and Outdoor Learning, 20 (2020) 3, S.274-283 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2019.1697713
Schlagwörter	Elementary School Teachers; Secondary School Teachers; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Pedagogical Content Knowledge; Sustainable Development; Outdoor Education; Teaching Experience; Teacher Attitudes; Scientific Concepts; Pollution; Inquiry; Active Learning; Foreign Countries; Learning Activities; Student Evaluation; Norway + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Pädagogische Kompetenz; Nachhaltige Entwicklung; Freiluftunterricht; Lehrerverhalten; Schadstoffbelastung; Aktives Lernen; Ausland; Lernaktivität; Schulnote; Studentische Bewertung; Norwegen
Abstract	Teachers' experiences and attitudes play a critical role in outdoor education. In this study, we aim to explore how 5th-10th-grade (10-15 years-old students) teachers use the natural environment in their teaching practices, with special attention to the link to sustainable development (SD). In total, 42 in-service teachers were invited to participate in the study. The data collection was based on the participating teachers' individual written texts concerning their previous outdoor teaching practices, the link to SD and the related assessments. Based on content analysis, three main themes emerged from the data, including (1) teaching biology/ecology concepts, (2) exploring visible pollution and (3) applying a context- and inquiry-based approach. However, we found that outdoor teaching was scarcely linked to SD. The research results' implications for outdoor education and teachers' professional development are discussed in this paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01