A reformed national curriculum has introduced transformative and sociocultural learning elements to the Finnish education system. In addition, sustainability and outdoor education remain pressing issues for Finnish educators. We conducted a content analysis of the views of outdoor education held by student teachers enrolled in first-year sustainability and outdoor education courses in Finland (n = 46). The goal was to identify the learning environments and pedagogical ideas of student teachers. The student teachers emphasised the role of nature in outdoor education and identified locality as an important learning environment. Their surrounding environments included both built and unbuilt environments. The teaching methods they wrote were appropriate outdoor education, active learning, participatory learning, making observations and multidisciplinary learning especially for sustainability issues. Notably, technology and digitalisation were not emphasised in the results. Overall, the student teachers had a strong preliminary knowledge of outdoor learning spaces and clear visions for conducting outdoor education.
|Julkaisu||Journal of Adventure Education and Outdoor Learning|
|DOI - pysyväislinkit|
|Tila||Ennen painatusta julkaistu e-versio - 2021|
|OKM-julkaisutyyppi||A1 Vertaisarvioitu alkuperäisartikkeli|
- Yleinen kasvatustiede ja opettajankoulutus