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‘From lone-sailor to fleet’: Supporting educators through Wild Pedagogies
Policy Futures in Education ( IF 1.3 ) Pub Date : 2021-01-14 , DOI: 10.1177/1478210320985706
Lewis Winks 1 , Paul Warwick 2
Affiliation  

Enabling educators to meet new and challenging times requires fundamental shifts to ways of imagining and enacting their practice. A central yet often understated aspect of this educational change are the various ways in which educators receive training and development. From initial teacher training through to continuing professional development, cultures which underpin policy change in educational institutions emerge from the practices of educators. In this paper we examine educators’ experiences of a Wild Pedagogies gathering which took place over three days in central Devon in late spring 2019. Part workshop, part informal social gathering and mutual exchange, this continuing professional development event enabled conversations, sharing (and shaping) of practice, and imagination of the future of personal and institutional educational priorities. This paper positions itself as an account of a gathering of wild pedagogues – captured as reflection, discussion and activities – and brings the participants’ reflections into conversation with wider themes emerging from previous Wild Pedagogies gatherings. It makes the assertion that such dialogic continuing professional development, constructed on foundations of relational and place-responsive pedagogies, can underpin future practitioner development in the event of a policy shift toward greater availability of outdoor learning and nature connection in the UK. The paper ends with four principles for infusing new or existing environmental education continuing professional development with place-responsive and wild pedagogical approaches.



中文翻译:

“从孤独的水手到舰队”:通过野生教学法支持教育工作者

使教育工作者能够应对新的挑战性时代,需要从根本上转变想象和实践实践的方式。这种教育变革的一个核心但经常被低估的方面是教育者接受培训和发展的各种方式。从最初的教师培训到持续的专业发展,从教育工作者的实践中产生了支撑教育机构政策变革的文化。在本文中,我们研究了教育工作者在2019年春末在德文郡中部进行的为期三天的野生教学法聚会的经历。部分工作坊,部分非正式社交聚会和相互交流,这一持续的专业发展活动使人们能够进行对话,共享(和塑造) )的实践,以及对个人和机构教育重点的未来的想象力。本文将自己定位为野外教育家聚会的一种记述,作为反思,讨论和活动而捕获的,并将参与者的反思与以前的野外教育学聚会中出现的更广泛主题进行对话。它断言,在政策转向向英国提供更多的户外学习和自然联系的政策的情况下,这种建立在关系和场所响应式教学法基础上的对话式持续专业发展可以为未来从业者的发展提供支持。本文最后提出了四个原则,即通过场所响应式和狂野的教学方法,为新的或现有的环境教育注入持续的专业发展。讨论和活动–并让参与者的思考与以前的《野生教育学》聚会中出现的更广泛的主题进行对话。它断言,在政策转向向英国提供更多的户外学习和自然联系的政策的情况下,这种建立在关系和场所响应式教学法基础上的对话式持续专业发展可以为未来从业者的发展提供支持。本文最后提出了四个原则,即通过场所响应式和狂野的教学方法,为新的或现有的环境教育注入持续的专业发展。讨论和活动–并让参与者的思考与以前的《野生教育学》聚会中出现的更广泛的主题进行对话。它断言,在政策转向向英国提供更多的户外学习和自然联系的政策的情况下,这种建立在关系和场所响应式教学法基础上的对话式持续专业发展可以为未来从业者的发展提供支持。本文最后提出了四个原则,即通过场所响应式和狂野的教学方法,为新的或现有的环境教育注入持续的专业发展。它断言,在政策转向向英国提供更多的户外学习和自然联系的政策的情况下,这种建立在关系和场所响应式教学法基础上的对话式持续专业发展可以为未来从业者的发展提供支持。本文最后提出了四个原则,即通过场所响应式和狂野的教学方法,为新的或现有的环境教育注入持续的专业发展。它断言,在政策转向向英国提供更多的户外学习和自然联系的政策的情况下,这种建立在关系和场所响应式教学法基础上的对话式持续专业发展可以为未来从业者的发展提供支持。本文最后提出了四个原则,即通过场所响应式和狂野的教学方法,为新的或现有的环境教育注入持续的专业发展。

更新日期:2021-03-15
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