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Description
(Text)
This study explores what can be learned from teachersengaged with secondary students in an outside-learning context.Seven teachers share their lived experiences of teaching that extendbeyond the classroom. The focus is not on the subject materialoutdoors, but on the teachers' pedagogical experiences with children. A phenomenological methodology is used to reveal the lived experiences of the teachers engaged outside theirschool. The educators in this study conduct outdoor lessons thatcover a range of academic disciplines and school-based programs.Central to this thesis is the conscious exploration of outsideteaching by asking the question: What is the pedagogical experience ofteaching outside the school? Each lived experience aims to discoverthe essence of the experience by presenting how these teachers wereconnected to the pedagogical moment when they left theinside-classroom to go outdoors. The intention is to bring experiencevividly into presence and thereby make it immediatelyand unreflectivelyrecognizable to other teachers. I aim to show the reader by means ofevoking the wonder of teaching outside.
(Author portrait)
foran andrew Andrew Foran, PhD, began his teaching career as a geographyteacher and outdoor educator. He is an assistant professor at St. Francis XavierUniversity, Faculty of Education, Antigonish, Nova Scotia. Andrew's research is aphenomenological examination of the life world of teachers engaged outside theschool.
