Learning from a study visit to Norway: observations to implications for practice as teacher educators
Student engagement when learning outdoors was the focus of a study visit to Northern Norway for two members of the primary science team in an English University. The University College that was visited in Northern Norway has a well-established reputation for its outdoor learning provision. The visit...
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Teacher Education Advancement Network (TEAN)
2018
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ftunivcumbria:oai:insight.cumbria.ac.uk:3927 2023-05-15T17:43:21+02:00 Learning from a study visit to Norway: observations to implications for practice as teacher educators Hindmarsh, Sarah 2018-05-23 application/pdf http://insight.cumbria.ac.uk/id/eprint/3927/ https://insight.cumbria.ac.uk/id/eprint/3927/1/Hindmarsh_LearningFromA.pdf https://ojs.cumbria.ac.uk/index.php/TEAN/article/view/475 en eng Teacher Education Advancement Network (TEAN) https://insight.cumbria.ac.uk/id/eprint/3927/1/Hindmarsh_LearningFromA.pdf Hindmarsh, Sarah (2018) Learning from a study visit to Norway: observations to implications for practice as teacher educators. Teacher Education Advancement Network Journal, 10 (2). pp. 40-49. cc_by_nc_4 CC-BY-NC 370 Education & educational psychology (incl. teacher training & research) 371 Schools & their activities (incl. special education teaching methods & study skills) Article PeerReviewed 2018 ftunivcumbria 2022-02-22T08:19:25Z Student engagement when learning outdoors was the focus of a study visit to Northern Norway for two members of the primary science team in an English University. The University College that was visited in Northern Norway has a well-established reputation for its outdoor learning provision. The visit focussed on the structured observation of teacher educators working with student teachers in a woodland playground project and a ‘Land art in the tidal zone’ residential fieldwork project. This afforded rich opportunities for the observation of the teacher educators’ pedagogical practice and of student teacher responses. Implications for our practice have been derived from an analysis of what was observed and reflections from the academic literature in this field. Suggestions are made for the development of practice in the primary science team in our University, and proposed for initial teacher education. It is suggested that high quality outdoor learning experiences, including fieldwork, encourage skill development and that positive teacher–student relationships with the development of self-efficacy for student teachers is important for securing high levels of engagement and involvement when learning outdoors. Article in Journal/Newspaper Northern Norway University of Cumbria: Insight Norway |
institution |
Open Polar |
collection |
University of Cumbria: Insight |
op_collection_id |
ftunivcumbria |
language |
English |
topic |
370 Education & educational psychology (incl. teacher training & research) 371 Schools & their activities (incl. special education teaching methods & study skills) |
spellingShingle |
370 Education & educational psychology (incl. teacher training & research) 371 Schools & their activities (incl. special education teaching methods & study skills) Hindmarsh, Sarah Learning from a study visit to Norway: observations to implications for practice as teacher educators |
topic_facet |
370 Education & educational psychology (incl. teacher training & research) 371 Schools & their activities (incl. special education teaching methods & study skills) |
description |
Student engagement when learning outdoors was the focus of a study visit to Northern Norway for two members of the primary science team in an English University. The University College that was visited in Northern Norway has a well-established reputation for its outdoor learning provision. The visit focussed on the structured observation of teacher educators working with student teachers in a woodland playground project and a ‘Land art in the tidal zone’ residential fieldwork project. This afforded rich opportunities for the observation of the teacher educators’ pedagogical practice and of student teacher responses. Implications for our practice have been derived from an analysis of what was observed and reflections from the academic literature in this field. Suggestions are made for the development of practice in the primary science team in our University, and proposed for initial teacher education. It is suggested that high quality outdoor learning experiences, including fieldwork, encourage skill development and that positive teacher–student relationships with the development of self-efficacy for student teachers is important for securing high levels of engagement and involvement when learning outdoors. |
format |
Article in Journal/Newspaper |
author |
Hindmarsh, Sarah |
author_facet |
Hindmarsh, Sarah |
author_sort |
Hindmarsh, Sarah |
title |
Learning from a study visit to Norway: observations to implications for practice as teacher educators |
title_short |
Learning from a study visit to Norway: observations to implications for practice as teacher educators |
title_full |
Learning from a study visit to Norway: observations to implications for practice as teacher educators |
title_fullStr |
Learning from a study visit to Norway: observations to implications for practice as teacher educators |
title_full_unstemmed |
Learning from a study visit to Norway: observations to implications for practice as teacher educators |
title_sort |
learning from a study visit to norway: observations to implications for practice as teacher educators |
publisher |
Teacher Education Advancement Network (TEAN) |
publishDate |
2018 |
url |
http://insight.cumbria.ac.uk/id/eprint/3927/ https://insight.cumbria.ac.uk/id/eprint/3927/1/Hindmarsh_LearningFromA.pdf https://ojs.cumbria.ac.uk/index.php/TEAN/article/view/475 |
geographic |
Norway |
geographic_facet |
Norway |
genre |
Northern Norway |
genre_facet |
Northern Norway |
op_relation |
https://insight.cumbria.ac.uk/id/eprint/3927/1/Hindmarsh_LearningFromA.pdf Hindmarsh, Sarah (2018) Learning from a study visit to Norway: observations to implications for practice as teacher educators. Teacher Education Advancement Network Journal, 10 (2). pp. 40-49. |
op_rights |
cc_by_nc_4 |
op_rightsnorm |
CC-BY-NC |
_version_ |
1766145402657046528 |