Sors, Lucy, Huntsley, Jennifer ORCID: https://orcid.org/0000-0001-5613-5703 and Jach, Stephanie (2025) The Next Generation of Learning Outside: Fostering Place-responsive Pedagogy in Initial Teacher Education. In: Sors, Lucy and Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590, (eds.) The BERA Guide to Outdoor Learning: Place-responsive Pedagogy in Educational Research and Practice. Emerald, pp. 141-160

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Abstract

This chapter explores how practice embedded in an outdoor learning (OL) module in initial teacher education (ITE) has evolved in response to place, people, time and context. We exemplify the impact of experiential learning on student participation, engagement and ownership of their education. Drawing on student voice alongside practitioner inquiry, the chapter proposes how teacher development for OL can be supported by Korthagen’s model of realistic teacher education (2017). We make the case for place-responsive pedagogy in teacher training that supports authentic and connected teaching and learning. Student-teachers experience this on different levels as ‘person-learner-teacher’, developing their educational philosophy and professional teaching repertoire. We demonstrate how brave steps in ITE can take learning beyond four walls and develop context-responsive, creative pedagogical approaches to enhance student–teacher understanding, experience and critical engagement (Waite, 2017).

Item Type:	Book Section
Status:	Published
DOI:	10.1108/978-1-83608-190-620251009
Subjects:	L Education > LB Theory and practice of education
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/12499

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