The sustained value teachers place on outdoor learning

Prince, Heather (2019) The sustained value teachers place on outdoor learning. Education 3-13 .

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Official URL: https://doi.org/10.1080/03004279.2019.1633376

Abstract

Data from English primary school teachers in 1995 and 2017 illustrate the sustained value they place on outdoor learning in a period of curriculum and governance reform. With emphasis on a prescribed curriculum, metrics and performativity, and decreased expertise, these data show the strength of teachers’ aspirations and values for developing provision in outdoor learning. Teachers use their autonomous space as curriculum makers to achieve different practices and their ‘personality of change’ accommodates this non-mandatory curriculum area. These strategies are relevant to beginning teachers and in international settings, to identify how teachers might respond to change and deconstruct their practice.

Item Type: Article
Journal / Publication Title: Education 3-13
Publisher: Taylor & Francis (Routledge) for Association for the Study of Primary Education (ASPE)
ISSN: 1475-7575
Departments: Pre June 2020 Academic Departments and Services > Academic Departments > Science, Natural Resources & Outdoor Studies (SNROS) > Outdoor Studies
Depositing User: Anna Lupton
Date Deposited: 01 Jul 2019 13:09
Last Modified: 06 Jul 2021 08:31
URI: https://insight.cumbria.ac.uk/id/eprint/4944

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