Peer-reviewed research2017 Otago review (McNatty & Boyes)
Place-responsive pedagogy: learning from teachers' experiences of excursions in nature
Teachers became more sensitive to place through collaboration, planning visits and practice, and the authors propose a theory of place-responsive pedagogy.
What's new
The article explores teachers' roles and experiences in planning and enacting excursions. Teachers' sensitisation to place was aided by collaboration, advance planning visits and the practice of making place-responsive excursions with pupils. The authors propose a theory of place-responsive pedagogy and offer implications for teacher professional development.
Why it matters in Aotearoa
Practical for coordinators supporting teachers on excursions.
Putting it into practice
Do advance planning visits and collaborate with colleagues before an excursion.
How strong is the evidence
Peer-reviewed study of teachers' experiences of excursions
What to read
The full article