Exploring Student Teachers' Motivations and Sources of Confidence: The Case of Outdoor Learning

Autor/inn/en	Barrable, Alexia; Touloumakos, Anna; Lapere, Linda
Titel	Exploring Student Teachers' Motivations and Sources of Confidence: The Case of Outdoor Learning
Quelle	In: European Journal of Teacher Education, 45 (2022) 3, S.356-372 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barrable, Alexia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1827386
Schlagwörter	Student Teachers; Student Motivation; Self Efficacy; Outdoor Education; Foreign Countries; Preservice Teacher Education; Student Attitudes; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Freiluftunterricht; Ausland; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten
Abstract	Outdoor learning has become an important part of policy and practice across several European contexts. While research indicates that outdoor experiences can enhance learning and mental health outcomes, studies have also identified a number of barriers to providing such experiences the most prevalent being that of teachers' confidence. Acknowledging the role of Initial Teacher Education (ITE) in preparing teachers for the demands and complexities of providing meaningful, safe and relevant outdoor learning experiences, this article explored teachers' experiences both in general, and within a one-year ITE course in Scotland, employing a qualitative methodology. In particular, semi-structured interviews were used with seven ITE students. Results yielded through thematic analysis revealed mastery experiences as being preferred, while vicarious experiences were also seen as useful. In addition, previous experiences in adulthood and childhood impact on the motivation of student teachers to teach outdoors. Implications for ITE programmes are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01