Impact of an experiential programme on development of pedagogy in pre-service outdoor education teachers : a case study

Abstract

This case study aims to share the findings of the effect of an experiential programme on development of pedagogy by pre-service Outdoor Education teachers in an education program. The unit was designed to progressively challenge the pre-service Outdoor Education teachers to develop and improve their teaching skills in a number of outdoor learning environments that emulate the demands of teaching in an Outdoor Education setting. The final teaching session of the programme required the participants to teach in an authentic outdoor learning environment with authentic secondary students. Created through a framework of experiential education and teacher education theory and processes, this teaching and learning approach encourages attributes of problem solving, critical reflection on teaching practices, and gaining professional knowledge through experience as part of the role as an Outdoor Education teacher. Informants reported their understanding and identified challenges that prompted them to transfer their theory of teaching into practice. The informants went through three cycles of Kolb's (1984) experiential model, used filming to capture their teaching and analyses of performance, and identified other critical components of the learning experience that enhanced their learning about their own teaching practices. The data collected from the pre-service Outdoor Education teachers provided examples of a number of components in the learning experience that lead them to critically reflect on their teaching practices. The data also showed how the Preservice teachers transferred this new knowledge of effective teaching into their outdoor pedagogy.

Date of Award	2013
Original language	English