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 journalArticlepeer-review

    9 Citations (Scopus)
    201 Downloads (Pure)

    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
    Pages (from-to)189-201
    Number of pages13
    JournalJournal of Adventure Education and Outdoor Learning
    Volume20
    Issue number3
    Early online date27 Apr 2019
    DOIs
    Publication statusPublished - 2020

    Keywords

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

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