Cultivating pedagogy: exploring the influence of intentional time spent outdoors on pre-service and novice educators’ teaching practice and philosophy development

Abstract

The objective of this study was to examine how intentional time spent outdoors impacts pre-service and novice educators’ teaching practice and the development of their teaching philosophy. Current literature surrounding outdoor education is focused on the impact participation in outdoor education has on students and educators' thoughts on its implementation. Qualitative research methods were used for this study, including narrative research design, allowing participants’ voices to remain at the center of the data. Through the completion of a nature journal over the course of a four-week intervention period, four participants had the opportunity to engage with the natural world. Each participant was either a pre-service or novice teacher working in different school boards and positions. A semi-structured focus group interview was also conducted, which allowed participants to share their experience creating their nature journals. The resulting data of this study, including the results of open-ended pre- and post-surveys as well as a semi-structured focus group interview, were analyzed using narrative research methods that highlighted participants’ experiences, beliefs, and understandings. Through their participation in this study, the teachers identified the impact that spending time outdoors had on themselves and their teaching practice, including positive emotional associations, and they highlighted the issues currently surrounding outdoor education in elementary school systems such as a lack of knowledge, understanding, and external factors including weather and location. The study indicates a connection between spending time outdoors and shifts in teaching practice and personal teaching philosophy. The study further identifies areas of future research to explore this connection.