The Making of an Outdoor Educator: A Mixed Methods Study of Identity through Voice and Discourse
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| 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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1474755 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Making of an Outdoor Educator: A Mixed Methods Study of Identity through Voice and Discourse – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Aimee+Fraulo%22">Aimee Fraulo</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-4390-885X">0009-0004-4390-885X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+J%2E+Carrier%22">Sarah J. Carrier</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6902-812X">0000-0002-6902-812X</externalLink>)<br /><searchLink fieldCode="AR" term="%22K%2E+C%2E+Busch%22">K. C. Busch</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+Education%2C+Part+B%3A+Communication+and+Public+Engagement%22"><i>International Journal of Science Education, Part B: Communication and Public Engagement</i></searchLink>. 2025 15(2):210-228. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Outdoor+Education%22">Outdoor Education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Natural+Resources%22">Natural Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Responsibility%22">Teacher Responsibility</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/21548455.2024.2365462 – Name: ISSN Label: ISSN Group: ISSN Data: 2154-8455<br />2154-8463 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1474755 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1474755 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/21548455.2024.2365462 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 210 Subjects: – SubjectFull: Outdoor Education Type: general – SubjectFull: Professional Identity Type: general – SubjectFull: Natural Resources Type: general – SubjectFull: Experience Type: general – SubjectFull: Teacher Characteristics Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Teacher Responsibility Type: general Titles: – TitleFull: The Making of an Outdoor Educator: A Mixed Methods Study of Identity through Voice and Discourse Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Aimee Fraulo – PersonEntity: Name: NameFull: Sarah J. Carrier – PersonEntity: Name: NameFull: K. C. Busch IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2154-8455 – Type: issn-electronic Value: 2154-8463 Numbering: – Type: volume Value: 15 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Science Education, Part B: Communication and Public Engagement Type: main |
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