Peer-reviewed research2017–2026 update
Taking Off the Backpacks: The Transference of Outdoor Experiential Education to the Classroom
Teachers who experienced real community during an outdoor education residency tried to create similar community for their own students and schools, though they met obstacles.
What's new
The University of North Carolina at Chapel Hill built an outdoor education residency into a graduate programme for practising teachers. The aim was to challenge how they think about teaching and community. This multi-year qualitative study looked at how learning from the residency transferred into teachers' classrooms. Teachers' own experience of authentic community during the residency shaped their efforts to create similar opportunities for their K-12 students and in their school communities. The study also notes obstacles to that transfer.
Why it matters in Aotearoa
This study suggests that outdoor experiences for teachers can change classroom practice, which matters for professional learning design in Aotearoa. It also warns that transfer back to school does not happen automatically.
Putting it into practice
After staff take part in an outdoor professional learning experience, set aside time for them to plan how they will build the same sense of community in their classes.
How strong is the evidence
This is a qualitative study of a single university programme. The abstract does not give the number of participants.
What to read
The findings on community and the obstacles to transfer.