Peer-reviewed research2017–2026 update
Narratives of teaching in outdoor and environmental education: what can we learn from a case study of outdoor education pedagogy?
Observing a veteran outdoor educator on camp showed how they drew on a range of teaching strategies, and highlighted place-responsive teaching and pedagogic agility.
What's new
Researchers observed the teaching of a veteran outdoor educator during a camp in regional Australia. They present narratives of role-based learning and a yarning circle, showing the educator deliberately using strategies across the behaviourist, constructivist and socio-constructivist range. The discussion focuses on two features of the educator's practice: nurturing expanded understandings of self through place-responsive teaching, and pedagogic agility.
Why it matters in Aotearoa
The study makes the craft of experienced outdoor educators visible. Newer teachers and provider staff can learn from it.
Putting it into practice
On your next camp, plan at least two different teaching approaches for one session, such as a role-based task and a sharing circle. Be ready to switch depending on how the group responds.
How strong is the evidence
This is a single-educator observational case study. It offers rich description, and its findings cannot be generalised.
What to read
The narratives of role-based learning and the yarning circle, and the discussion of pedagogic agility.