The Making of an Outdoor Educator: A Mixed Methods Study of Identity through Voice and Discourse
Saved in:
| Title: | The Making of an Outdoor Educator: A Mixed Methods Study of Identity through Voice and Discourse |
|---|---|
| Language: | English |
| Authors: | Aimee Fraulo (ORCID |
| Source: | International Journal of Science Education, Part B: Communication and Public Engagement. 2025 15(2):210-228. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Outdoor Education, Professional Identity, Natural Resources, Experience, Teacher Characteristics, Teacher Attitudes, Teacher Responsibility |
| DOI: | 10.1080/21548455.2024.2365462 |
| ISSN: | 2154-8455 2154-8463 |
| Abstract: | While research has identified the myriad benefits of outdoor learning, the voice of the outdoor educators (OEs) who play an integral role in developing this programming is often backgrounded, leaving a dearth of information regarding their professional contributions within informal and nonformal educational spaces. To begin to fill this gap, the present study utilises an embedded mixed methods approach to investigate the development of OEs positional identity within the environmental education field. We developed and validated a survey instrument using structural equation modelling (SEM), distributed to 211 OEs. To provide contextual support to the quantitative findings, we conducted interviews with nine OEs across the United States. Results indicate that OEs more strongly identify with their connection to nature than with the scientific community and that OEs share the common goal of supporting learners' social-emotional development through outdoor learning. The OEs attribute their connection with nature as the driving force for their professional and pedagogical decisions. Our findings uncover that OEs have a strong desire to be a complementary, cross-curricular resource to formal educators to support learners' development and connection to the biosphere yet feel a lack of recognition and legitimacy within the educational discourse. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474755 |
| Database: | ERIC |
| Abstract: | While research has identified the myriad benefits of outdoor learning, the voice of the outdoor educators (OEs) who play an integral role in developing this programming is often backgrounded, leaving a dearth of information regarding their professional contributions within informal and nonformal educational spaces. To begin to fill this gap, the present study utilises an embedded mixed methods approach to investigate the development of OEs positional identity within the environmental education field. We developed and validated a survey instrument using structural equation modelling (SEM), distributed to 211 OEs. To provide contextual support to the quantitative findings, we conducted interviews with nine OEs across the United States. Results indicate that OEs more strongly identify with their connection to nature than with the scientific community and that OEs share the common goal of supporting learners' social-emotional development through outdoor learning. The OEs attribute their connection with nature as the driving force for their professional and pedagogical decisions. Our findings uncover that OEs have a strong desire to be a complementary, cross-curricular resource to formal educators to support learners' development and connection to the biosphere yet feel a lack of recognition and legitimacy within the educational discourse. |
|---|---|
| ISSN: | 2154-8455 2154-8463 |
| DOI: | 10.1080/21548455.2024.2365462 |
