A sociocultural investigation of pre-service teachers’ outdoor experiences and perceived obstacles to outdoor learning

Teresa J. Shume, Erica Blatt

Research output: Contribution to journalArticle

Abstract

This study utilizes a sociocultural approach to explore how pre-service elementary teachers’ experiences in both outdoor and formal school settings have contributed to their intentions for taking their students outdoors and perceived obstacles to doing so. The participants were pre-service elementary teachers (N = 95) enrolled in an elementary science education methods course at a public university in the Midwestern United States. This study builds on the qualitative research methodology established in a prior research study, whereby after reading Richard Louv’s book entitled Last Child in the Woods, pre-service teachers completed written essay responses to prompts about their past outdoor experiences, their intentions for taking their students outdoors, and additionally in this study, perceived obstacles to doing so once they become teachers. Analysis of the data indicates the importance of participants’ youth experiences in the outdoors and positive intentions for taking students outside. In addition, findings describe major obstacles discussed by pre-service teachers, and we use sociocultural theory to analyse the context of these findings. Implications for teacher educators working to better equip pre-service teachers to overcome these perceived obstacles are discussed.

Original languageEnglish (US)
JournalEnvironmental Education Research
DOIs
StatePublished - Jan 1 2019

Fingerprint

teacher
learning
experience
student
qualitative research
educator
university
methodology
science
school
education

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{c29cb39be9834da68c23c9bbbcbe11a6,
title = "A sociocultural investigation of pre-service teachers’ outdoor experiences and perceived obstacles to outdoor learning",
abstract = "This study utilizes a sociocultural approach to explore how pre-service elementary teachers’ experiences in both outdoor and formal school settings have contributed to their intentions for taking their students outdoors and perceived obstacles to doing so. The participants were pre-service elementary teachers (N = 95) enrolled in an elementary science education methods course at a public university in the Midwestern United States. This study builds on the qualitative research methodology established in a prior research study, whereby after reading Richard Louv’s book entitled Last Child in the Woods, pre-service teachers completed written essay responses to prompts about their past outdoor experiences, their intentions for taking their students outdoors, and additionally in this study, perceived obstacles to doing so once they become teachers. Analysis of the data indicates the importance of participants’ youth experiences in the outdoors and positive intentions for taking students outside. In addition, findings describe major obstacles discussed by pre-service teachers, and we use sociocultural theory to analyse the context of these findings. Implications for teacher educators working to better equip pre-service teachers to overcome these perceived obstacles are discussed.",
author = "Shume, {Teresa J.} and Erica Blatt",
year = "2019",
month = "1",
day = "1",
doi = "10.1080/13504622.2019.1610862",
language = "English (US)",
journal = "Environmental Education Research",
issn = "1469-5871",
publisher = "Carfax Publishing Ltd.",

}

TY - JOUR

T1 - A sociocultural investigation of pre-service teachers’ outdoor experiences and perceived obstacles to outdoor learning

AU - Shume, Teresa J.

AU - Blatt, Erica

PY - 2019/1/1

Y1 - 2019/1/1

N2 - This study utilizes a sociocultural approach to explore how pre-service elementary teachers’ experiences in both outdoor and formal school settings have contributed to their intentions for taking their students outdoors and perceived obstacles to doing so. The participants were pre-service elementary teachers (N = 95) enrolled in an elementary science education methods course at a public university in the Midwestern United States. This study builds on the qualitative research methodology established in a prior research study, whereby after reading Richard Louv’s book entitled Last Child in the Woods, pre-service teachers completed written essay responses to prompts about their past outdoor experiences, their intentions for taking their students outdoors, and additionally in this study, perceived obstacles to doing so once they become teachers. Analysis of the data indicates the importance of participants’ youth experiences in the outdoors and positive intentions for taking students outside. In addition, findings describe major obstacles discussed by pre-service teachers, and we use sociocultural theory to analyse the context of these findings. Implications for teacher educators working to better equip pre-service teachers to overcome these perceived obstacles are discussed.

AB - This study utilizes a sociocultural approach to explore how pre-service elementary teachers’ experiences in both outdoor and formal school settings have contributed to their intentions for taking their students outdoors and perceived obstacles to doing so. The participants were pre-service elementary teachers (N = 95) enrolled in an elementary science education methods course at a public university in the Midwestern United States. This study builds on the qualitative research methodology established in a prior research study, whereby after reading Richard Louv’s book entitled Last Child in the Woods, pre-service teachers completed written essay responses to prompts about their past outdoor experiences, their intentions for taking their students outdoors, and additionally in this study, perceived obstacles to doing so once they become teachers. Analysis of the data indicates the importance of participants’ youth experiences in the outdoors and positive intentions for taking students outside. In addition, findings describe major obstacles discussed by pre-service teachers, and we use sociocultural theory to analyse the context of these findings. Implications for teacher educators working to better equip pre-service teachers to overcome these perceived obstacles are discussed.

UR - http://www.scopus.com/inward/record.url?scp=85065403146&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85065403146&partnerID=8YFLogxK

U2 - 10.1080/13504622.2019.1610862

DO - 10.1080/13504622.2019.1610862

M3 - Article

AN - SCOPUS:85065403146

JO - Environmental Education Research

JF - Environmental Education Research

SN - 1469-5871

ER -