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Peer-reviewed article

Teacher Professional Development in Outdoor and Open Learning Environments: A Research Based Model

May 8, 2016 | Public Programs, Informal/Formal Connections
The trend of utilising open learning environments and informal learning sources has a clear link to outdoor education, which bridges the gap between formal education and informal learning. According to the findings related to informal learning and its relevance to early professional development, the crucial era seems to be the first 3 years as an inexperienced teacher. Despite the long history, outdoor education needs new research methods. In Finland, the new National Curriculum 2016 underlines teaching of this “phenomenon” besides the traditional subject orientated teaching. This challenges teacher professional development at all its levels. In this study, an outdoor education course for teachers and teacher trainees in Finland is evaluated using the theory and research tool of New Educational Models or Paradigms (NEMP). The main research question is to test this new research model: is it suitable when evaluating outdoor education?

TEAM MEMBERS

  • Hannu Salmi
    Author
    University of Helsinki
  • Arja Kaasinen
    Author
    University of Helsinki
  • Liisa Suomela
    Author
    University of Helsinki
  • Citation

    ISSN : 2151-4755
    DOI : 10.4236/ce.2016.710144
    Publication Name: Creative Education
    Volume: 7
    Number: 10
    Page Number: 1392-1403
    Resource Type: Research Products
    Discipline: Education and learning science | General STEM
    Audience: Elementary School Children (6-10) | Middle School Children (11-13) | Educators/Teachers | Museum/ISE Professionals | Evaluators | Learning Researchers
    Environment Type: Public Programs | Park, Outdoor, and Garden Programs | Informal/Formal Connections | K-12 Programs

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