Investigating preservice teachers' perspectives on out-of-school learning

OKTAY Ö.

JOURNAL OF ADVENTURE EDUCATION AND OUTDOOR LEARNING, 2022 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1080/14729679.2022.2135118
  • Dergi Adı: JOURNAL OF ADVENTURE EDUCATION AND OUTDOOR LEARNING
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, SportDiscus
  • Anahtar Kelimeler: Learning environments, out-of-school learning (OOSL), perspectives, preservice teachers (PSTs), descriptive qualitative study, FIELD TRIPS, SCIENCE MUSEUM, ENVIRONMENTS, STUDENTS, OUTCOMES, VISITS, ENGAGEMENT, KNOWLEDGE, PRESCHOOL, EDUCATION
  • Atatürk Üniversitesi Adresli: Evet

Özet

The purpose of this study is to investigate preservice teachers' (PSTs) perspectives on out-of-school learning (OOSL). A total of 100 PSTs studying at a faculty of education in Turkey voluntarily participated in the main research. The study was conducted as a descriptive qualitative inquiry, with study data generated from two online surveys plus an interview. The findings revealed that the PSTs expressed mostly positive effects of OOSL. The PSTs mentioned additional OOSL environments such as beaches. As stakeholders, a students family, teachers, the school, official guides, and learners were mentioned as having active roles in the OOSL process. The expectation of an OOSL environment having been professionally designed was perceived the most by the PSTs. Most of the PSTs favored using OOSL during the pandemic period. Based on the study's results, teacher education programs operating outside of the classroom teaching environment can be organized according to the PST perspective.