Peer-reviewed researchWeekly research brief
South African Geography teachers’ perceptions of fieldwork – constraints and benefits of fieldwork practice
South African geography teachers see learner safety as the biggest barrier to fieldwork, and the authors suggest using school grounds and walkable local areas.
What's new
An online questionnaire of 55 South African secondary school geography teachers examined their views of fieldwork, the constraints they face and the types of fieldwork they carry out. Teachers' views on constraints varied. Learner safety was viewed most negatively, and fieldtrip planning and preparation most positively. The authors recommend enquiry-based fieldwork centred on a 'local environment or area' within the school grounds, extending to walkable locations beyond the school perimeter.
Why it matters in Aotearoa
Safety concerns also shape decisions about EOTC in Aotearoa. Treating school grounds and the walkable neighbourhood as fieldwork sites offers a lower-barrier route to regular learning outside the classroom.
Putting it into practice
A geography or science department could map an area within the school grounds and a nearby walkable site as standing locations for repeated enquiry-based fieldwork.
How strong is the evidence
A single questionnaire of 55 teachers in one country. It reports perceptions and does not assess fieldwork outcomes.
What to read
The results on perceived constraints and the recommendations for local-area fieldwork.