ABSTRACT

This paper focuses on challenges experienced by ‘teacher-FS leaders’ implementing Forest School within the neoliberal and risk-averse culture of UK primary school education. Thematic analysis of interviews with 12 ‘teacher-FS leaders’ identified five key themes: embedding Forest School within the curriculum is a long-term process; negotiating the performative culture and curriculum constraints; professional identities, values, and pedagogies; negotiating risk aversion; budget and time constraints. Teacher-FS leaders adapted FS principles to meet the needs of their primary school setting. However, they found ways of overcoming challenges, and sought to persuade others of the value of Forest School and outdoor learning.

摘要

本文重点关注在英国小学教育的新自由主义和规避风险文化中实施森林学校的“教师-FS 领导者”所面临的挑战。对 12 位“教师-FS 领导者”的访谈进行的主题分析确定了五个关键主题：将森林学校纳入课程是一个长期过程；协商表演文化和课程限制；职业身份、价值观和教学法；谈判规避风险；预算和时间限制。教师-FS 领导者调整 FS 原则以满足他们小学环境的需要。然而，他们找到了克服挑战的方法，并试图说服其他人相信森林学校和户外学习的价值。