Nature relatedness in student teachers, perceived competence and willingness to teach outdoors: An empirical study

Alexia Barrable (Lead / Corresponding author), Liz Lakin

Research output: Contribution to journalArticle

Abstract

Despite a drive towards more learning outside the classroom, teachers’ confidence to teach outdoors has been identified as a barrier to regular and positive outdoor experiences. Initial Teacher Education (ITE) has been seen as one of the ways to increase teachers’ confidence, yet such provision is variable and has not been studied extensively. In this study we explore how a practical outdoor session can increase motivation to teach outdoors. Moreover, using a Self-Determination Theory framework we hypothesise that increased nature relatedness would be associated with higher perceived competence and willingness to teach outdoors. Forty-nine ITE students took part in the outdoor session, and responded to pre- and post-measures of nature relatedness, perceived competence and willingness to teach outdoors. Results suggest a positive correlation between nature relatedness and both perceived competence and willingness to undertake outdoor sessions. Moreover, nature relatedness was significantly higher after the outdoor environmental education session.
Original languageEnglish
Number of pages13
JournalJournal of Adventure Education and Outdoor Learning
Early online date27 Apr 2019
DOIs
Publication statusE-pub ahead of print - 27 Apr 2019

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Mental Competency
student teacher
Students
teacher
confidence
Personal Autonomy
environmental education
self-determination
Motivation
education
Learning
Education
classroom
learning
experience
student
Teacher Training

Keywords

  • Self-Determination Theory
  • Teacher education
  • nature relatedness
  • outdoor learning

Cite this

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