Teaching Outside the School

This study explores what can be learned from teachersengaged withsecondary students in an outside-learning context.Seven teachersshare their lived experiences of teaching that extendbeyond theclassroom. The focus is not on the subject materialoutdoors, but onthe teachers' pedagogical experiences with children. Aphenomenological methodology is used to reveal the livedexperiences of the teachers engaged outside theirschool. Theeducators in this study conduct outdoor lessons thatcover a rangeof academic disciplines and school-based programs.Central to thisthesis is the conscious exploration of outsideteaching by asking thequestion: What is the pedagogical experience ofteaching outsidethe school? Each lived experience aims to discoverthe essence ofthe experience by presenting how these teachers wereconnected tothe pedagogical moment when they left theinside-classroom to gooutdoors. The intention is to bring experiencevividly into presenceand thereby make it immediately and unreflectivelyrecognizable toother teachers. I aim to show the reader by means ofevoking thewonder of teaching outside.

Autorentext

Andrew Foran, PhD, began his teaching career as a geography teacher and outdoor educator. He is an assistant professor at St. Francis Xavier University, Faculty of Education, Antigonish, Nova Scotia. Andrew's research is a phenomenological examination of the life world of teachers engaged outside the school.

Klappentext
This study explores what can be learned from teachers engaged with secondary students in an outside-learning context. Seven teachers share their lived experiences of teaching that extend beyond the classroom. The focus is not on the subject material outdoors, but on the teachers' pedagogical experiences with children. A phenomenological methodology is used to reveal the lived experiences of the teachers engaged outside their school. The educators in this study conduct outdoor lessons that cover a range of academic disciplines and school-based programs. Central to this thesis is the conscious exploration of outside teaching by asking the question: What is the pedagogical experience of teaching outside the school? Each lived experience aims to discover the essence of the experience by presenting how these teachers were connected to the pedagogical moment when they left the inside-classroom to go outdoors. The intention is to bring experience vividly into presence and thereby make it immediately and unreflectively recognizable to other teachers. I aim to show the reader by means of evoking the wonder of teaching outside.