Abstract This study considers the benefits of coteaching in the context of the outdoors. It explores the use of coteaching in a professional development program and investigates all the cited outcome categories for teachers: cognitive, affective, coteaching, and professional development. Coteaching pairs coplanned, cotaught, and coevaluated “Shared Learning Days” in the outdoors. Eight teachers took part with 180 students in their last year of elementary school or their first year of (junior) high school. This article demonstrates how a model of professional development, with coteaching at its core, is beneficial for the development of teachers who are teaching “outside” their comfort zone (outdoors) and expected to focus on skills-based teaching and learning. In particular, the benefits of attitudinal change among the teachers involved is discussed.

中文翻译：

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通过在小学过渡期间共同教授户外科学和环境教育来发展教师

摘要 本研究考虑了在户外环境下联合教学的好处。它探讨了在专业发展计划中联合教学的使用，并调查了所有引用的教师成果类别：认知、情感、联合教学和专业发展。Coteaching 配对在户外共同计划、共同授课和共同评估“共享学习日”。八名教师在小学最后一年或（初中）高中一年级与 180 名学生一起参加。本文展示了以联合教学为核心的专业发展模式如何有利于在“舒适区”（户外）之外进行教学并期望专注于基于技能的教学和学习的教师的发展。特别是，