Peer-reviewed research2017–2026 update
Turkish pre-service early childhood education teachers’ perceptions and practices of nature-based teaching on professional experience
Ten weeks of nature-based teaching on placement boosted Turkish preservice early childhood teachers' confidence. The study also names barriers such as family and management attitudes.
What's new
Eight Turkish preservice early childhood teachers used nature-based teaching during a 10-week professional experience placement. Guided by Clarke and Peterson's (1986) model of teachers' thoughts and actions, the researchers collected activity plans and semi-structured interviews. Using natural materials and the natural environment increased the preservice teachers' confidence in nature-based teaching. The main barriers they reported were the attitudes of families and school management, weather, and their own lack of knowledge of nature-based pedagogies.
Why it matters in Aotearoa
The barriers it identifies, such as family and management attitudes, weather and limited educator knowledge, may also affect nature-based teaching in Aotearoa. The study suggests hands-on opportunities and professional development help.
Putting it into practice
Give student teachers on placement chances to plan and lead nature-based activities, and talk with families and management early about the purpose of these activities.
How strong is the evidence
This is a small qualitative study of eight preservice teachers in one national context.
What to read
The findings on barriers and how they could be addressed.