Student teachers’ nature connectedness and their perceived competence and willingness to teach outdoors are positively associatedLack of teacher confidence in teaching outdoors is one of the key barriers to more outdoor learning for primary and secondary students. This study addressed this concern by engaging student teachers in a practical outdoor experience designed to increase their motivation to teach outdoors. The outdoor experience was also designed to promote student teachers’ connection to nature. The study aimed to determine if participation in an outdoor environmental education experience would (1) increase student teachers’ nature relatedness, (2) increase their perceived competence to teach outdoors, and (3) increase their willingness to teach outdoors.
Forty-nine student teachers took part in an outdoor education session and completed pre- and post-measures of nature relatedness, perceived competence, and willingness to teach outdoors. The outdoor education session was conducted over three teaching periods (180 minutes) at a local Botanic Garden frequently used by neighboring schools. In addition to learning about the educational facilities and resources available at the Garden, the student teachers also participated in two hands-on activities. For one activity, the student teachers put themselves in the role of children as they participated in a guided exploration of the garden. For the other activity, the student teachers participated in research on the diversity and composition of two ponds at the Garden. This activity – which entailed some pond-dipping – was preceded by a detailed discussion on managerial logistics, health and safety precautions, and the role of the teacher in guiding and scaffolding the process. Assessments completed before and after the outdoor education experience consisted of (1) the Nature Relatedness Scale, (2) the Perceived Competence to teach Outdoors scale (an adapted version of the Perceived Competence Scale), and (3) a three-item scale developed by the researchers to assess a willingness to teach outside.
Results showed that the outdoor environmental session had a significant positive effect on the student teachers’ nature relatedness. “There was also a robust increase in participants’ perceived competence and willingness to teach outdoors, as measured in this study.” Results confirmed the understanding that nature connectedness and student teachers’ perceived competence and willingness to teach outdoors would be positively correlated.
This study suggests that “outdoor sessions that encompass practical and pedagogic elements of environmental education could be useful in empowering teachers to take their classes outdoors.” The study adds to the literature by showing a positive association between nature relatedness in student teachers and their perceived competence and motivation to teach outdoors. These findings should encourage initial teacher education programs to consider nature relatedness as a way to nurture teachers’ interest in outdoor learning.
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