Literaturnachweis - Detailanzeige
Autor/inn/en | Aksland, Charlotte; Chang Rundgren, Shu-Nu |
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Titel | 5th-10th-Grade In-Service Teachers' Pedagogical Content Knowledge (PCK) for Sustainable Development in Outdoor Environment |
Quelle | In: Journal of Adventure Education and Outdoor Learning, 20 (2020) 3, S.274-283 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1472-9679 |
DOI | 10.1080/14729679.2019.1697713 |
Schlagwörter | Elementary School Teachers; Secondary School Teachers; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Pedagogical Content Knowledge; Sustainable Development; Outdoor Education; Teaching Experience; Teacher Attitudes; Scientific Concepts; Pollution; Inquiry; Active Learning; Foreign Countries; Learning Activities; Student Evaluation; Norway Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Pädagogische Kompetenz; Nachhaltige Entwicklung; Freiluftunterricht; Lehrerverhalten; Schadstoffbelastung; Aktives Lernen; Ausland; Lernaktivität; Schulnote; Studentische Bewertung; Norwegen |
Abstract | Teachers' experiences and attitudes play a critical role in outdoor education. In this study, we aim to explore how 5th-10th-grade (10-15 years-old students) teachers use the natural environment in their teaching practices, with special attention to the link to sustainable development (SD). In total, 42 in-service teachers were invited to participate in the study. The data collection was based on the participating teachers' individual written texts concerning their previous outdoor teaching practices, the link to SD and the related assessments. Based on content analysis, three main themes emerged from the data, including (1) teaching biology/ecology concepts, (2) exploring visible pollution and (3) applying a context- and inquiry-based approach. However, we found that outdoor teaching was scarcely linked to SD. The research results' implications for outdoor education and teachers' professional development are discussed in this paper. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |