Reflective Practice as a Means for Preparing to Teach Outdoors in an Ecological Garden

Abstract

Although teachers are engaged in many field-trips, they seldom have the pedagogical knowledge and experience to enact them. This article presents an effort to support reflective practice of teachers in the outdoors. The teaching experience of five pre- and in-service teachers included preparation for teaching in the outdoors, designing learning materials, teaching elementary and junior-high school students in an ecogarden, and reflecting upon these teaching experiences. The data collected by teachers and researchers highlighted challenges such as lack of confidence, class management and inadequate student motivation. The group and the instructors’ support and collaboration and careful preparation yielded a positive outdoor teaching experience. We suggest that supported field experience followed by individual and group reflection are promising in encouraging teachers to carry out outdoor learning activities.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 157 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.