What's new

This qualitative study looked at how two separate week-long experiential outdoor residencies affected teachers' beliefs about themselves and their practice. Data came from field notes, course documents, participant reflections, researcher journals and follow-up interviews. The unpredictable physical and social environment helped teachers see the central role of community in learning. Teachers' responses did not fit neatly into an existing theoretical framework. Teachers reported growing confidence in seeking out and overcoming challenges across multiple domains.

Why it matters in Aotearoa

Teacher confidence and capability are major factors in whether EOTC happens and how well it is done. This study supports immersive outdoor experiences as part of teacher education and professional learning.

Putting it into practice

When planning professional learning for staff who lead EOTC, include an immersive overnight or multi-day outdoor experience with planned time to reflect on what it means for their own students.

How strong is the evidence

This is qualitative, interpretive research on two programmes, and the abstract does not give the number of participants. It describes changes teachers reported, and the abstract reports no measured changes in classroom practice.

What to read

The findings on community and the implications for teacher education.

Who it's for