‘Not elsewhere specified’: a case study of preservice teachers’ perceptions and practices of outdoor learning

Abstract

ABSTRACT This case study premised that outdoor learning situates within a unique ontological category of where learning happens, distinct from curricular (what) and pedagogical (who/how) concerns of learning. By shifting preservice teacher learning experiences during mandatory teacher education methods courses outdoors, we conjured a boundary object for where learning occurs. We collected and analysed preservice teacher reflections generated from the outdoor learning experiences. Three overarching outdoor learning dimensions (OLD) were distilled from 90 reflection-outputs: outdoors as 1) experience, 2) concept, and 3) place. Discussion considered purposes of outdoor where in teacher preparation for 21st century learning in relation to the aim of inhabitancy, through the lens of useful learning. Useful learning was scoped as learning concerned with health and wellbeing, pro-environmental actions and beliefs, and experiential/inquiry-based learning.