ABSTRACT Forest School is a form of outdoor learning that is increasingly popular within English primary schools although little is known about the experiences of teaching staff who engage with it. This paper identifies three prevailing discourses within existing Forest School literature in relation to schools and teachers: as ‘critical stakeholders’, ‘unenlightened’ and ‘consumers.’ Drawing upon semi-structured interviews conducted with teaching staff from seven rural primary schools in South East England, a fourth discourse is proposed. In this additional discourse, teaching staff are ‘agentic’ and engagement with Forest School is an act of resistance against the mainstream standards agenda. In a further act of resistance schools adapt the Forest School approach to fit their specific context. This raises a dilemma for the Forest School movement about the extent to which it is willing to support the agency of teaching professionals by providing flexibility to adapt its principles to meet school priorities.

中文翻译：

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教职员工的意见：英语小学的森林学校

摘要 森林学校是一种在英语小学中越来越受欢迎的户外学习形式，尽管对参与其中的教职员工的经验知之甚少。本文确定了现有森林学校文献中关于学校和教师的三种流行话语：作为“关键利益相关者”、“未开明的”和“消费者”。根据对英格兰东南部七所农村小学的教职员工进行的半结构化访谈，提出了第四种论述。在这个额外的话语中，教学人员是“代理”的，与森林学校的接触是对主流标准议程的抵制行为。在抵抗学校的进一步行动中，适应森林学校的方法以适应他们的特定环境。