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A surprising discovery: five pedagogical skills outdoor and experiential educators might offer more mainstream educators in this time of change

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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Adventure Education and Outdoor Learning on 1/4/2016, available online: http://www.tandfonline.com/10.1080/14729679.2016.1163272.

    Accepted author manuscript, 837 KB, PDF-document

http://www.tandfonline.com/doi/full/10.1080/14729679.2016.1163272
Original languageEnglish
JournalJournal of Adventure Education and Outdoor Learning
Early online date1 Apr 2016
DOIs
StateE-pub ahead of print - 1 Apr 2016

Abstract

This paper draws from the experience of outdoor and experiential educators working in the context of a radical, long-term formal public education research project. One of the findings, arrived at accidentally from the research is that experienced outdoor educators may have particular pedagogical skills, likely honed by the contexts in which they work, that can be of use to mainstream educators trying to expand their pedagogical repertoire, teach outdoors or be more environmentally focussed in their practices. The paper begins by contextualising the Maple Ridge Environmental School Project (MRESP), describing the researchers, methods, and explaining how the research team came to their insights. This is followed by a discussion of five pedagogical skills
identified by the researchers that outdoor and experiential educators may possess that might be offered more clearly to classroom teachers, formal teacher training processes and/or be more clearly enunciated for those involved in formal and informal outdoor and experiential training contexts.

Research areas

  • outdoor, environmental, ecological, sustainability, pedagogical, skills, professional learning, formal education, Informal education

ID: 24618165