Teaching in the Wild: Dilemmas Experienced by K-12 Teachers Learning to Facilitate Outdoor Education

Kay Ramey; Mandy Dunphy; Bianca Schamberger; Zahra Baradaran Shoraka; Yetunde Mabadeje; Lixin Tu

doi:10.22318/icls2024.227170

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Teaching in the Wild: Dilemmas Experienced by K-12 Teachers Learning to Facilitate Outdoor Education

Conference proceeding

Open access

Teaching in the Wild: Dilemmas Experienced by K-12 Teachers Learning to Facilitate Outdoor Education

Kay Ramey, Mandy Dunphy, Bianca Schamberger, Zahra Baradaran Shoraka, Yetunde Mabadeje and Lixin Tu

ISLS Annual Meeting 2024: Learning as a Cornerstone of Healing, Resilience, and Community - 18th International Conference of the Learning Sciences, ICLS 2024 - Proceedings, pp.1195-1198

2024

DOI: 10.22318/icls2024.227170

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Abstract

Benefits of learning in nature are well documented. However, there are many challenges and open questions in preparing educators, particularly K-12 teachers, to facilitate engaging and impactful outdoor learning experiences. Here, we take a cultural historical activity-theoretical approach to analyzing the dilemmas faced by 14 fifth- and sixth-grade teachers and one principal as they prepared for and facilitated a week-long outdoor learning experience for students. Drawing on surveys and video data, we identified four dilemmas negotiated by teachers and illustrate how they represent systemic contradictions between the activity systems of classroom learning and learning in the wild. We discuss implications for understanding and designing for learning in nature and teacher professional development.

Details

Title: Subtitle: Teaching in the Wild: Dilemmas Experienced by K-12 Teachers Learning to Facilitate Outdoor Education
Creators: Kay Ramey - University of Iowa, United States
Mandy Dunphy - University of Iowa, United States
Bianca Schamberger - University of Iowa
Zahra Baradaran Shoraka - University of Iowa, United States
Yetunde Mabadeje - University of Iowa, United States
Lixin Tu - University of Iowa, United States
Resource Type: Conference proceeding
Publication Details: ISLS Annual Meeting 2024: Learning as a Cornerstone of Healing, Resilience, and Community - 18th International Conference of the Learning Sciences, ICLS 2024 - Proceedings, pp.1195-1198
DOI: 10.22318/icls2024.227170
ISSN: 1573-4552
Language: English
Date published: 2024
Academic Unit: Psychological and Quantitative Foundations
Record Identifier: 9984825340702771

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