What's new

Ninety-five pre-service elementary teachers in a science methods course at a Midwestern US university read Richard Louv's 'Last Child in the Woods'. They then wrote essays about their past outdoor experiences, their intentions to take students outdoors, and the obstacles they expected. The analysis indicated the importance of their outdoor experiences as young people and showed positive intentions to take students outside. Participants also described major obstacles, and the authors used sociocultural theory to analyse the context of these findings.

Why it matters in Aotearoa

Teacher confidence in outdoor learning starts in initial teacher education. The study points to the value of building on student teachers' own outdoor histories and preparing them for the obstacles they expect to face.

Putting it into practice

Teacher educators and mentors can ask beginning teachers to reflect on their own outdoor experiences and the obstacles they expect, then plan specific strategies to overcome them.

How strong is the evidence

This is a qualitative analysis of written essays from 95 pre-service teachers in one course. It captures intentions and perceptions and does not report later practice.

What to read

The findings on perceived obstacles and the implications for teacher educators.

Who it's for