Teacher Professional Development in Outdoor and Open Learning Environments: A Research Based Model | Zendy

Hannu Salmi | Zendy; Arja Kaasinen | Zendy; Liisa Suomela | Zendy

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Teacher Professional Development in Outdoor and Open Learning Environments: A Research Based Model

Author(s) -

Hannu Salmi,

Arja Kaasinen,

Liisa Suomela

Publication year - 2016

Publication title -

creative education

Language(s) - English

Resource type - Journals

eISSN - 2151-4771

pISSN - 2151-4755

DOI - 10.4236/ce.2016.710144

Subject(s) - relevance (law) , curriculum , outdoor education , professional development , mathematics education , teacher education , pedagogy , test (biology) , psychology , informal learning , informal education , subject (documents) , higher education , computer science , political science , paleontology , library science , law , biology

The trend of utilising open learning environments and informal learning sources has a clear link to outdoor education, which bridges the gap between formal education and informal learning. According to the findings related to informal learning and its relevance to early professional development, the crucial era seems to be the first 3 years as an inexperienced teacher. Despite the long history, outdoor education needs new research methods. In Finland, the new National Curriculum 2016 underlines teaching of this “phenomenon” besides the traditional subject orientated teaching. This challenges teacher professional development at all its levels. In this study, an outdoor education course for teachers and teacher trainees in Finland is evaluated using the theory and research tool of New Educational Models or Paradigms (NEMP). The main research question is to test this new research model: is it suitable when evaluating outdoor education?

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