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Teaching in the wild: Dilemmas experienced by formal educators in adapting to facilitating nature-based learning
Journal article   Peer reviewed

Teaching in the wild: Dilemmas experienced by formal educators in adapting to facilitating nature-based learning

Kay E. Ramey, Mandy Dunphy, Bianca Schamberger, Zahra Baradaran Shoraka, Yetunde Mabadeje and Jay A. Gorsh
Teaching and teacher education, Vol.181, 105719
10/2026
DOI: 10.1016/j.tate.2026.105719

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Abstract

Benefits of nature-based learning are well documented. However, there are many challenges and open questions in preparing teachers to facilitate nature-based learning. We take a cultural-historical activity theoretical (CHAT) 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, nature-based learning experience for students. Drawing on surveys, focus groups, field notes, and video data, we identified four dilemmas educators faced: teacher-led activities versus student-driven inquiry; safety versus exploration; learning about versus learning from nature; and learning on the move versus learning in place. We illustrate how each represents a systemic contradiction within the nature-based learning activity system or between this activity system and the classroom. We discuss implications for understanding and designing nature-based learning and teacher professional learning. •Formal educators experienced four dilemmas in adapting to nature-based learning.•Dilemmas reflected systemic contradictions within or between activity systems.•Interaction analysis shows how dilemmas arose and were navigated by educators.
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