Impacts of School-Based Outdoor Pedagogical Training Programme on the Teaching Practices of Pre-Primary School Teachers in Oyo State, Nigeria
DOI:
https://doi.org/10.47604/ajep.2249Keywords:
School-Based Outdoor Learning, Outdoor Training, Experiential Learning, Teaching Competencies, Pre-Primary School TeachersAbstract
Purpose: The pedagogical potential of outdoor learning in fostering the well-being and holistic development of children have been extensively documented in literature. Most pre-primary school children in Nigeria are however rarely exposed to outdoor learning experiences, owing probably to the inadequacies in knowledge and expertise among pre-primary school teachers. This study developed, implemented and determined the effectiveness of school-based experiential outdoor pedagogical training programme on the teaching practices of pre-primary school teachers in Oyo State, Nigeria.
Methodology: The study adopted explanatory sequential design of mixed research methods, where qualitative data supported quantitative findings and provided evidences of the effectiveness of the training programme on outdoor teaching practices. The study used outdoor teaching competencies of the teachers, before and after the training, to provide quantitative evidence as well as interviews to elucidate the perspectives of the teachers on the impact of the training. The participants were (n = 36) pre-primary school teachers who were selected through multi-stage sampling technique across the three Senatorial districts in Oyo State, Nigeria. Experts in outdoor learning in early childhood facilitated the training. The participants were exposed to various critical aspects of their role in facilitating meaningful and enriching outdoor learning experiences for pre-primary children. The participants were engaged in hands-on training with various aspects of effective implementation of the early childhood curriculum in the outdoor environment. Aspects covered included lesson planning, sourcing lesson materials, organization of learning environment, instructional approaches and techniques, assessment and safety management, among others. The study was carried out between September, 2022 and June, 2023.
Findings: The study found a variety of improvement in the outdoor teaching practices and learning opportunities for the children. The training showed positive effects on teaching practices and the overall performance of the teachers. The teachers showed increased skillfulness in lesson planning, instructional effectiveness, creativity and innovation in facilitating learning as well as deployment of varieties of teaching methods. The teachers broadly reported positive perspective of the training and believed it was helpful to their teaching practices. In addition, the teachers agreed that the training increased their confidence and expertise to engage children in quality outdoor learning as well as improved children's participation and enthusiasm for learning. Lack of policy support, parental concerns, time and availability of resources were some of the barriers reported by the teachers in the study.
Unique Contribution to Theory, Practice and Policy: This study was anchored on experiential theory which emphasized the transformational effect of learning through direct experience, reflection and active experimentation. The findings appeared to lend support to the realms of theory, practice and policy within the domains of early childhood education. It enriched theoretical understanding by offering concrete, real-world applications of outdoor learning concepts, thereby, fostering a deeper comprehension of learning in the practical setting. It also provided pre-primary teachers with practical tools and strategies to effectively implement outdoor learning methodologies, thereby, promoting a more holistic and experiential approach to early childhood education. The study similarly provided a basis for the integration of outdoor pedagogy in the formal educational structure, emphasizing the significance of nature-based education and, suggesting the need for a broader integration of outdoor strategies in the context of educational policy development in Nigeria.
Downloads
References
Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., and Mess, F. (2017). Effects of regular classes in outdoor education settings: A systematic review on students’ learning, social and health dimensions. International Journal of Environmental Research and Public Health, 14(5),485. PubMed.https://doi.org/10.3390/ijerph 14050485.
Bentsen, P., Mygind, L., Elsborg, P., Nielsen, G., and Mygind, E. (2021). Education outside the classroom as upstream school health promotion: ‘Adding-in’ physical activity into children’s everyday life and settings. Scandinavian Journal of Public Health. https://doi.org/10.1177/1403494821993715.
Boileau, E. Y. and Dabaja, Z. F. (2020). Forest School practice in Canada: A survey study. Journal of Outdoor Environmental Education, 23: 225–240.
Bølling, M., Niclasen, J., Bentsen, P., and Nielsen, G. (2019). Association of education outside the classroom and pupils’ psychosocial well-being: Results from a school year implementation. The Journal of School Health, 89(3), 210–218. https://doi.org/10.1111/josh.12730.
Breunig, M., Murtell, J., and Russell, C. (2015). Students’ experiences with/in integrated environ mental studies programs in Ontario. Journal of Adventure Education and Outdoor Learning, 15(4), 267–283. https://doi.org/10.1080/147 29679.2014.955354.
Brown, H., Harris, I., and Porter, S. (2016). Professional accreditation in the UK outdoor sector. In B. Humberstone, H. Prince & K. Henderson (Eds.), Routledge International Handbook of Outdoor Studies (1st ed., pp. 178–188). Routledge. https://doi.org/10.4324/9781315768465-21.
Chawla, L., Keena, K., Pevec, I., and Stanley, E. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & Place, 28, 1–13. https://doi. org/10.1016/j.healthplace.2014.03.001
Clayton, K., Smith, H., and Dyment, J. (2014). Pedagogical approaches to exploring theory–practice relationships in an outdoor education teacher education programme. Asia-Pacific Journal of Teacher Education, 42(2), 167–185. https://doi.org/10.1080/1359866X.2014.894494.
Cooper, A. (2015). Nature and the outdoor learning environment: The forgotten resource in early childhood education. International Journal of Early Childhood Environmental Education, 3 (1): 85–97. http://files.eric.ed.gov/fulltext/EJ110 8430.pdf.
Creswell, J.W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd Ed.). London: Sage.
Creswell, J.W. and Plano, C.V.L. (2011). Designing and Conducting Mixed Method Research. London: Sage.
Dettweiler, U., Ünlü, A., Lauterbach, G., Becker, C. and Gschrey, B. (2015). Investigating the motivational behavior of pupils during outdoor science teaching within self-determination theory. Frontiers in Psychology, 6(125). https://doi. org/10.3389/fpsyg.2015.00125.
Dyment, J. E; Chick, H. L; Walker, C. T. and Macqueen, T. P. N. (2018). Pedagogical content knowledge and the teaching of outdoor education. Journal of Adventure in Education and Outdoor Learning, 18 (4): 303-322.
Eaton, D. (1998). Cognitive and affective learning in outdoor education. Doctoral dissertation. Department of Curriculum, Teaching and Learning. University of Toronto.
Fägerstam, E. (2014). High school teachers’ experience of the educational potential of outdoor teaching and learning. Journal of Adventure Education and Outdoor Learning, 14(1), 56–81.
Tovey, H. (2008). Playing outdoors. Spaces and places, risk and challenge. Maidenhead: Open University Press.
Fiennes, C., Oliver, E., Dickson, K., Escobar, D., Romans, A., and Oliver, S. (2015). The Existing Evidence-Base about the Effectiveness of Outdoor Learning. UCL; Giving Evidence: IOL; Blagrave Trust.
Finn, K. E., Yan, Zi. and McInnis, K. J. (2018). Promoting physical activity and science learning in an outdoor education program. Journal of Physical Education, Recreation & Dance, 89(1), 35–39.
Glackin, M. (2016). ‘Risky fun’ or ‘authentic science’? How teachers’ beliefs influence their practice during a professional development programme on outdoor learning. International Journal of Science Education, 38: 409–433.
Gray, T., and Bailey, P. (2022). Gone Rogue: Re-wilding education in alternative outdoor learning environments. In R. Cutting & R. Passy (Eds.), Contemporary Approaches to Outdoor Learning: Animals, the Environment and New Methods. Palgrave Macmillan.
Gray, T., and Pigott, F. (2018). Lasting lessons in outdoor learning: A facilitation model emerging from 30 Years of reflective practice. Ecopsychology, 10(4), 195–204.
Hamilton-Ekeke, J. T. (2007). Relative effectiveness of expository and field trip methods of teaching on pupil achievement in ecology. International Journal of Science Education, 29 (15): 1869-1889.
Höper, J., and Köller, H. G. (2018). Outdoor chemistry in teacher education: A case study about finding carbohydrates in nature. Lumat: International Journal of Math, Science and Technology Education, 6 (2), 27–45. https://doi.org/10.311 29/LUMAT.6.2.314
Ihmeideh, F. M., and Al-Qaryouti, I. A. (2016). Exploring kindergarten teachers’ views and roles regarding children’s outdoor play environments in Oman. Early Years, 36(1), 81–96.https://doi.org/10.1080/09575146.2015.1077783.
Knight, S. (2013). International perspectives on forest schools: Natural spaces to play and learn. London. SAGE.
Kubat, U. (2017). Determination of science teachers’ opinions about outdoor education. Online Submission, 3(12), 344– 354.
Lawani, I. A. (2012). Playground equipment in Nigeria preschools: issues challenges and prospects. Journal of Early of Childhood Education of Nigeria, 2: 84-93.
Leigh, R. F. (2021). Two modes of school-based outdoor educational activities and learning outcomes of public pre-primary school children in Ibadan, Nigeria. Ph.D Thesis. Department of Early Childhood and Educational Foundations University of Ibadan.
Lovell, R., White, M. P., Wheeler, B., Taylor, T., and Elliott, L. (2020). A rapid scoping review of health and wellbeing evidence for the Green Infrastructure Standards. http://publications.natura lengland.org.uk/publication/4799558023643136.
Lugg, A., and Quay, J. (2020). Curriculum in outdoor and environmental education.
In M. Peters (Ed.), Encyclopedia of Teacher Education. Springer.
Marchant, E., Todd, C., Cooksey, R., Dredge, S., Jones, H., Reynolds, D., Stratton, G., Dwyer, R., Lyons, R., and Brophy, S. (2019). Curriculum-based outdoor learning for children aged 9–11: A qualitative analysis of pupils’ and teachers’ views. PLoS ONE, 14(5). APA PsycInfo. https://doi. org/10.1371/journal.pone.0212242.
Mawson, W. B. (2014). Experiencing the “wild woods”: The impact of pedagogy on children's experience of a natural environment. European Early Childhood Education Research Journal, 22: 513-524.
Mellvig, S. and Nilsson, A. (2015). Outdoor learning contra indoor learning. International Journal for Lesson and Learning Studies, 4(2), 142-159
Mulan, K. (2018). A child's day: Trends in time use in the UK from 1975 to 2015. British Journal of Sociology, 70: 007-1024.
Niklasson, L., and Sandberg, A. (2012). Reflecting on field studies in teacher education: Experiences of student teachers in Sweden. Journal of Early Childhood Teacher Education, 33(3), 287–299https://doi.org/10.1080/10901027.2012.705807.
North, C. (2017). Swinging between infatuation and disillusionment: Learning about teaching teachers through self-study. Physical Education and Sport Pedagogy, 22(4), 390–402. https://doi.org/10.1080/17408989.2016.1268586
Oduolowu, E. A. and Leigh, R. F. (2015). Availability and Utilization of Outdoor Learning Facilities in Nursery Schools in Ibadan North Local Government Area of Oyo State. Journal of Early Childhood and Primary Education, 4 29-35.
Passy, R; Bentsen, P; Gray, T. and Ho, S. (2019). Integrating outdoor learning into the curriculum: An exploration in four nations. Curriculum Perspectives, 39: 73-78.
Quibell, T., Charlton, J. and Law, J. (2017). Wilderness schooling: A controlled trial of the impact of an outdoor education programme on attainment outcomes in primary school pupils. British Educational Research Journal, 43 (3).3273 DOI: 10.1002/berj.3273.
Ramos, J. R., Manzano-Redondo, F., Barrios-Fernandez, S., Garcia-Gordillo, M. A. and Adsuar, J. C. (2021). Early childhood education teachers' perception of outdoor learning activities in the Spanish region of Extremadura. Sustainability, 13 (16): 8986. DOI: 10.3390/su13168986
Sahrakhiz, S; Harring, M. and Witte, M. D. (2018). Learning opportunities in the outdoor school-empirical findings on outdoor school in Germany from the children's perspective. Journal of Adventure in Education and Outdoor Learning, 18 (3): 214-226.
Sahrakhiz, S. (2018). The 'outdoor school' as a school improvement process: empirical results from the perspective of teachers in Germany. Education 3-13, 46 (7): 825-837.
Sanchis, A. C; Ferrandis, I. G and Gomez, J. G. (2022). The perception of the environment through drawing in early childhood education: The case of the wetland of the Albufera in Valencia (Spain). Journal of Outdoor and Environmental Education, 25: 265-287. https://doi.org/10.1007/s42322-022-00101-5.
Scott, G. W., Boyd, M., Scott, L., and Colquhoun, D. (2015). Barriers to biological fieldwork: What really prevents teaching out of doors? Journal of Biological Education, 49(2), 165–178. https:// doi.org/10.1080/00219266.2014.914556.
Skarstein, T. H., and Skarstein, F. (2020). Curious children and knowledgeable adults -Early childhood student-teachers’ species identification skills and their views on the importance of species knowledge. International Journal of Science Education, 42(2), 310–328. https://doi.org/10.1080/09500693.2019.1710782.
Szczepanski, A.(2008). Handlingsburen kunskap. Lärares uppfattningar om landskapet som lärandemiljö. [Knowledge through action. Teachers’ perceptions of the landscape as a learning environment]. Licentiate dissertation. Department of Behavioural Studies and Learning/Department of Culture and Communication. Linköping:Linköping University.
Tiplady, L. and Menter, H. (2020). Forest school for wellbeing: An environment in which young people can 'take what they need' Journal of Adventure in Education and Outdoor Learning, 21 (2): 1-16.
Torkos, H. (2018). Introducing new education types: Teachers’ opinions on outdoor education. Journal plus Education/Educatia plus, 20(2), 198–212.
Torquati, J., Leeper-Miller, J., Hamel, E., Hong, S.-Y., Sarver, S., and Rupiper, M. (2017). “I Have a Hippopotamus!”: Preparing effective early childhood environmental educators. The New Educator, 13(3), 207–233. https://doi.org/10. 1080/1547688X.2017.1331095.
Tuuling, L., Õun, T., and Ugaste, A. (2019). Teachers’ opinions on utilizing outdoor learning in the preschools of Estonia. Journal of Adventure Education and Outdoor Learning, 19(4), 358–370. https://doi.org/10.1080/14729679.2018. 1553722.
van Dijk-Wesselius, J. E., van den Berg, A. E., Maas, J., and Hovinga, D. (2020). Green schoolyards as outdoor learning environments: Barriers and solutions as experienced by primary school teachers. Frontiers in Psychology, 10, 2919.
Waite, S. (2019). Outdoor learning research: Insight into forms and functions. Abingdon: Routledge.
Waite, S. (2020). Where are we going? International views on purposes, practices and barriers in school-based outdoor learning. Education Sciences, 10(11), 311. https://doi.org/10.3390/educsci10110311.
Waite, S; Boilling, M. and Bentsen, P. (2016b). Comparing apples and pears? A conceptual framework for understanding forms of outdoor learning through comparison of English Forest Schools and Danish udeskole. Environmental Education Research, 22: 868-892.
Waite, S., Passy, R., Gilchrist, M., Hunt, A., and Blackwell, I. (2016a). Natural connections demonstration project 2012–2016b: Final report; Natural England. http://publications.naturalengland.org.uk/publication/6636651036540928.
White, M. P., Alcock, I., Grellier, J., Wheeler, B. W., Hartig, T., Warber, S. L., Bone, A., Depledge, M. H., and Fleming, L. E. (2019). Spending at least 120 minutes a week in nature is associated with good health and wellbeing. Science and Reports, 9, 7730.
World Health Organisation. (2020). Meeting report: Global standards for health promoting schools and their implementation guidance. https://www.who.int/ publications/ i/item/9789240011069.
Wolf, C.; Kunz, P. and Robin, N. (2022). Emerging themes of research into outdoor teaching in initial formal teacher training from early childhood to secondary education: A literature review. The Journal of Environmental Education, 53(4): 199-220. https://doi.org/10.1080/00958964.2022.2090889.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Leigh, R. F, Ayodele, T. A. , Adekoya-Olapade, A. O.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
