ABSTRACT

This paper draws on data collected during an outdoor education camp in regional Australia, where the researchers observed the teaching practice of a veteran outdoor educator. We first situate the study in a summary of the outdoor education literature and policy that informed our research. We then present the observed teaching strategies, detailing narratives of role-based learning and a yarning circle. These demonstrate the educator’s intentional enactment of a range of teaching and learning strategies that span across the behaviourist – constructivist – socio-constructivist spectrum to facilitate learning. Discussion then focuses on two distinguishing features of the educator’s pedagogic practice:nurturing expanded understandings of self through place-responsive teaching and pedagogic agility. In exploring the practice of an experienced outdoor educator, this research provides insight into the intentional use of a suite of specific teaching and learning strategies, which extends and enhances the current field.

摘要

本文借鉴了澳大利亚偏远地区户外教育营期间收集的数据，研究人员在那里观察了一位资深户外教育家的教学实践。我们首先将这项研究放在为我们的研究提供信息的户外教育文献和政策的总结中。然后，我们展示了观察到的教学策略，详细叙述了基于角色的学习和一个绕圈子。这些证明了教育者有意制定了一系列跨越行为主义 - 建构主义 - 社会建构主义光谱的教学和学习策略，以促进学习。然后讨论集中在教育者教学实践的两个显着特征：通过地方响应式教学和 教学敏捷性培养对自我的扩展理解 . 在探索经验丰富的户外教育者的实践过程中，本研究提供了对有意使用一套特定教学和学习策略的见解，这些策略扩展和增强了当前领域。