What counts as nature in designing environmental links to health education curriculum in initial teacher education?

Abstract

ABSTRACT In this paper we report on a teacher education co-design project that explored Australian pre-service primary generalist teachers’ ideations of the pedagogical links between health education and nature. As part of their coursework in a Master of Teaching degree at an Australian University, students were invited to design a Victorian Curriculum: Health and Physical Education (VC:HPE) activity that connected primary curriculum (F-6) with nature. We conducted a 3-hour suite of online learning activities and prompts using Zoom, Padlet and Moodle. The data consists of the students’ curriculum design artefacts as well as recordings of the group discussions and non-assessment-based presentations of their work. Drawing on theories of child-nature interaction, we present an analysis of the ways in which n = 72 pre-service teachers across 18 groups of 4–5 educators conceptualised links between ‘nature’ and HPE across their activity designs. Prior to the workshop, the majority of pre-service teachers had not previously considered links between the HPE learning area and nature. Through the activities of the co-design workshop, students were surprised with the variety of pedagogical possibilities that were able to be made. There was much student discussion about the possibilities and limitations of balancing safety and risk in their nature-based activity designs. We present a thematic analysis of the quality of student-nature interactions in the groups’ learning designs through: (i) exploration; (ii) embodiment; (iii) cultivation; (iv) appropriation; and (v) representation. The analysis and discussion has implications for the way quality health education is linked to nature-based learning environments, teacher education and contemporary curriculum enactment that incorporates nature and the environment as part of the learning design.