Peer-reviewed research2017–2026 update
Exploring student teachers’ motivations and sources of confidence: the case of outdoor learning
Student teachers in Scotland preferred hands-on (mastery) experiences of teaching outdoors, and also found watching others teach outdoors useful.
What's new
This qualitative study explored student teachers' experiences of outdoor learning, both in general and during a one-year Initial Teacher Education (ITE) course in Scotland. Seven ITE students took part in semi-structured interviews, which were analysed thematically. Participants preferred mastery experiences, meaning doing it themselves, and also found vicarious experiences useful. Earlier experiences in childhood and adulthood affected how motivated they were to teach outdoors.
Why it matters in Aotearoa
Teacher confidence is a widely reported barrier to outdoor learning. The findings suggest that initial teacher education and early-career support in Aotearoa could give new teachers real chances to teach outdoors themselves.
Putting it into practice
Pair beginning teachers with an experienced colleague for EOTC sessions: first they observe, then they co-teach, then they lead a short outdoor lesson with support.
How strong is the evidence
This is a small qualitative interview study with seven students on one ITE course. It offers useful insights, but the findings cannot be generalised.
What to read
The results on mastery and vicarious experiences and the implications for ITE programmes.