Learning beyond classrooms is becoming more common in formal and non-formal education internationally. Research on outdoor learning and education has focussed on barriers, outcomes, and equity rather than processes or teachers' practice. Despite claims around the importance of natural and outdoor places in education, the ways in which teachers consider and use particular places in preparing for and teaching outdoors is not well understood. Despite calls to do so, non-anthropocentric, posthumanist, and new materialist place theories remain under-utilised in empirical research in this area. Notably, there are only a handful of studies that include any reference to teachers' views or practices with respect to the role of more-than-human elements. The aim of this thesis was to find out from teachers themselves when and how more-than-human elements became harnessed into the planning and enactment of curricula for outdoor learning. A multicase study was employed to inquire into the practice of five in-service school teachers based on place-responsive methods, namely, walking interviews and memory-box interviews. Drawing on postqualitative orientations to analysis, Deleuzoguattarian inspired vignettes produced four findings. In different ways, these teachers' practice emerged through (1) their ability to notice the more-than-human, (2) attending to how their learners noticed and responded to the more-than-human in educational experiences, (3) seeking to become more attuned to the places visited, and (4) supporting the assembling of material, discursive, human, and more-than-human elements together in curriculum making. Implications for teacher education and in-service practice that encourage consideration of the more-than-human in educational practice are signposted. The thesis' contribution provokes new considerations of how outdoor educational provision can be re-oriented to include more-than-human elements. These contributions may be significant in supporting education that could improve human environment relations and address environmental concerns.

Este estudo tem por tema a formação permanente de professores de educação física da Secretaria Municipal de Esportes, Recreação e Lazer de Porto Alegre, bem como as relações desta formação com a prática deste coletivo docente. Esta investigação focaliza os significados atribuídos por estes professores a sua formação permanente na relação com o cotidiano de suas práticas pedagógicas, tendo em vista as características institucionais onde se realiza: de espaço de atuação nãoescolar como praças, parques, centros de comunidade, ruas, associações comunitárias; bem como a grande diversidade de campos de atuação deste professorado que tem no lazer, no esporte e em ações ligadas à promoção da saúde os instrumentos de sua intervenção, nos seus vieses educativos, competitivos e ou lúdicos. A pergunta que sintetiza o problema de investigação e orienta as decisões metodológicas é: Quais significados o professorado de educação física da Secretaria Municipal de Esportes, Recreação e Lazer de Porto Alegre atribui ao seu processo de formação permanente e que impactos este processo produz no cotidiano de sua prática pedagógica? Para responder a esta questão realizei entrevistas semi-estruturadas, analisei documentos do período que vai de 1989 até 2009; com o mesmo intento, utilizei as observações e registros do diário de campo sobre as situações de formação promovidas pela instituição e do cotidiano das práticas dos professores de educação física desta secretaria, que permitissem a construção de quadro de análise e interpretação sobre o material coletado. O processo analítico apontou para algumas categorias significativas para a compreensão de práticas docentes e do papel que a formação permanente ocupa na sua sustentação e na superação dos desafios e contradições presentes nestas práticas. Uma destas categorias situa-se no não-lugar do espaço público da secretaria – a possibilidade e a expectativa de uma ação educativa em espaços que não parecem claramente associados aos significados da instituição escolar Desta decorre uma outra, situada no próprio sujeito do estudo: o “ser-não ser” do professor desta instituição – as tensões e contradições na construção de uma identidade docente – manifestas em trajetos de aproximação à cultura escolar ao mesmo tempo que elenca as peculiaridades distintivas do seu fazer educativo. Articulada às anteriores, a categoria de um personalismo e de uma fragilidade das políticas de formação profissional da secretaria parecem apontar para um papel ao mesmo tempo central desta para construção da identidade e de um referencial para as práticas dos professores, mas contraditoriamente, na sua ausência, a distribuição dispersa dos recursos humanos e o seu isolamento nos diversos espaços da cidade permitem uma sobrevivência que supera a existência de uma proposta políticopedagógica Uma idéia central sugerida pelo estudo é que a proposta de formação permanente, enquanto compromisso da instituição, tenha um caráter definidor de uma identidade docente, articuladora de sujeitos e ações e que permita superar fragilidades temporais e ideológicas das questões político-partidárias – o estudo aponta para a importância de uma estrutura de formação permanente, centrada nas experiências dos professores: espaços e tempos de compartilhamento de êxitos, de busca coletiva de superação de dificuldades e contradições. / The subject of this study is the permanent formation of Physical Education teachers of the “Secretaria Municipal de Esportes, Recreação e Lazer de Porto Alegre” – Sport and Leisure Department – in the city hall of Porto Alegre. The study also deals with the relations between this permanent formation and the practices of the group of teachers. This investigation focuses on the meanings attributed by such group of teachers to their permanent formation in relation to their everyday pedagogical practices, having in mind institutional characteristics and the spaces where practices take place: public squares, parks, community centers and streets. It also focuses on the varied nature of the group’s work (leisure, sport, health) and its educative, competitive or playful aspects. The question which summarizes the investigation and guides methodological decisions is: Which meanings the teachers of the Sport and Leisure Department of Porto Alegre attribute to their process of permanent formation and which impacts such process produces in their everyday pedagogical practices To answer this question, semi-structured interviews were held, documents from 1989 to 2009 were analyzed, observations and field diary entries on the formation moments promoted by the department were used and everyday practices were observed. All that allowed the construction of an analysis and interpretation chart. The analytical process lead the study to point out some meaningful categories to understand teachers’ practices, as well as, the role permanent formation has in helping teachers overcome challenges and contradictions found in their everyday practice. One of these categories depicts the possibilities and expectations of an educative action in spaces which are not clearly associated to a school institution. From the category mentioned above, another one emerges, located within the subject of this study: the teacher’s lack of a clear self identity; tension and contradiction permeate the construction of a clear and steady identity, sometimes moving itself towards the school culture while in other moments it unveils distinctive traits of the teachers’ practices Linked to the previous categories, there is one related to the subjective and fragile department policies related to professional formation. This category seems to indicate a central role in the construction of the teacher’s identity and a referential to the teacher’s practice, yet in the absence of such policies, the scattered distribution of human resources and their isolation in the many different spaces in the city of Porto Alegre allow them to outlive the existence of a political and pedagogical project. A key point dealt within this study is that the commitment of the institution towards permanent formation should help define the teacher’s identity, help articulate subjects and actions and allow teachers to overcome temporary difficulties caused by ideological and political matters. The study points to the significance a permanent formation structure has and that it should be based on teachers’ experience and provide them with the opportunity to share cases of success and seek solutions to overcome difficulties and contradictions.

The aim of this study was to explore preschool-teachers views about children's outdoor physical activities. the purpose of the study was to investigate how preschool-teachers use physical activites in their daily work. Scientific research shows that physical activities are good for the motoric and the cognitive development. Ten different preschool-teachers in three different towns in Sweden were interviewed about how they comrehend outdoor physical activities and how they promote children to be active outdoor. The study is analyzed from four different perspective: space, time, materials and the role of the preschool-teacher in three categories. The study explored what possibilities and obstacles the preschool-teachers could see in their profession. The study concluded that preschool-teachers are positive to physical activities, but need more qualification about how to promote the development of the motoric and cognitive skills. / <p><strong>Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07</strong></p><p><strong> </strong>Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.</p>

The purpose of this study was to examine national survey data from across the United States for respondents from two-year community colleges. Historically little empirical evidence exists in the literature about this population of students who identity as sexual minorities. The study begins with a historical overview of the LGBTQ rights movement. This provides a baseline for why studies including this invisible minority group are important and especially timely for two-year college campuses. Literature is barrowed from four-year college and university studies. Data were analyzed using the Rasch Partial Credit model. This analysis included testing for data-fit to the model, evaluation of items which did not fit the model, item mapping, differential functioning based on sexual identity, and standard descriptive statistics. The aim of this analysis was to determine if harassment, discrimination, and violence on campus towards sexual minority students occur and attempt to assess the prevalence of such activities. Results indicate that there doesn’t exist differences in responses between male and female participants. However, differences exist related to campus perceptions for sexual minority students and their non-minority (heterosexual) peers.

Skolinspektionen fick i uppdrag att mellan 2015-2017 granska 82 förskolor för att se om undervisning sker i förskolan så som skollagen (SFS2010:800) föreskriver och konstaterade då att barn visserligen ges möjlighet att utvecklas och lära i förskolan men att det sällan sker genom medveten undervisning (Skolinspektionen 2016). De konstaterade också att barnens nyfikenhet och vetgirighet inte togs tillvara samt att en fjärdedel av de undersökta förskolorna inte stimulerade barnen till att samspela och lära av varandra. Läroplanen har varit tydlig, och är det även i Lpfö18 (Skolverket, 2018), med att man ska vistas både inne och ute och i skiftande miljöer. Utevistelsen ger sinnesstimulans och rörelse vilket borde innebära att möjligheterna att lära ute är väldigt bra. Det som jag vill undersöka i den här studien är om man i förskolan tycker att utevistelsen är en plats för undervisning och hur man tolkar undervisning som begrepp. Studien vill belysa hur pedagogerna i förskolan ser på begreppet undervisning och hur de förhåller sig till utevistelsen som undervisningsmiljö. Jag har använt mig av en kvalitativ design och samlat in material med hjälp av fokusgruppsintervjuer. För att analysera det insamlade materialet har Tematisk analys använts och fyra teman för respektive frågeställning har fastställts. Teman jag fått fram på frågan om vad undervisning är blev: ”Skolifiering”, ”Lärande utifrån intresse och läroplan”, ”Lek är undervisning” och ”Planerad eller oplanerad aktivitet som leder till ett lärande”. Temana för hur utomhusmiljön fungerar till undervisning blev: ”Upplevelser”, ”Utforskar”, ”Tillsammans” och ”Lek”. Resultatet av studien visar att pedagogerna först tagit emot undervisningsbegreppet med stor skepsis för att efter ett tag inse att det faktiskt var något som redan pågick i förskolan. Då det var förskolor med en utomhuspedagogisk profil så var det självklart för dem att använda sig av utevistelsen som plats för undervisning. Undervisning i förskolan har gått ifrån en rädsla att skolifiera förskolan till att man gjort en egen tolkning av undervisning i förskolan, en förskolifiering.

Skolinspektionen fick i uppdrag att mellan 2015-2017 granska 82 förskolor för att se om undervisning sker i förskolan så som skollagen (SFS2010:800) föreskriver och konstaterade då att barn visserligen ges möjlighet att utvecklas och lära i förskolan men att det sällan sker genom medveten undervisning (Skolinspektionen 2016). De konstaterade också att barnens nyfikenhet och vetgirighet inte togs tillvara samt att en fjärdedel av de undersökta förskolorna inte stimulerade barnen till att samspela och lära av varandra. Läroplanen har varit tydlig, och är det även i Lpfö18 (Skolverket, 2018), med att man ska vistas både inne och ute och i skiftande miljöer. Utevistelsen ger sinnesstimulans och rörelse vilket borde innebära att möjligheterna att lära ute är väldigt bra. Det som jag vill undersöka i den här studien är om man i förskolan tycker att utevistelsen är en plats för undervisning och hur man tolkar undervisning som begrepp. Studien vill belysa hur pedagogerna i förskolan ser på begreppet undervisning och hur de förhåller sig till utevistelsen som undervisningsmiljö. Jag har använt mig av en kvalitativ design och samlat in material med hjälp av fokusgruppsintervjuer. För att analysera det insamlade materialet har Tematisk analys använts och fyra teman för respektive frågeställning har fastställts. Teman jag fått fram på frågan om vad undervisning är blev: ”Skolifiering”, ”Lärande utifrån intresse och läroplan”, ”Lek är undervisning” och ”Planerad eller oplanerad aktivitet som leder till ett lärande”. Temana för hur utomhusmiljön fungerar till undervisning blev: ”Upplevelser”, ”Utforskar”, ”Tillsammans” och ”Lek”. Resultatet av studien visar att pedagogerna först tagit emot undervisningsbegreppet med stor skepsis för att efter ett tag inse att det faktiskt var något som redan pågick i förskolan. Då det var förskolor med en utomhuspedagogisk profil så var det självklart för dem att använda sig av utevistelsen som plats för undervisning. Undervisning i förskolan har gått ifrån en rädsla att skolifiera förskolan till att man gjort en egen tolkning av undervisning i förskolan, en förskolifiering.

This research explores the notion of outdoor leadership preparation in the context of the emerging outdoor profession in Australia. It explores the nature of outdoor leadership from a number of viewpoints and its relationship to the broader context. The research examines relevant literature through issue-based themes relating to an emerging paradigm, leadership, preparation, recognition and professionalisation. These themes are problematised in the context of the emerging outdoor profession. Issues of appropriate preparation pathways and the models of learning characteristic of each pathway are discussed throughout this research. The results of a mapping exercise covering outdoor leadership preparation courses offered throughout Australia in 2002 are used in conjunction with the contextual aspects to generate grounded mini-theories relating to the topic. This study uses a cross-sectional analysis of this data and by using descriptive statistics highlights the dominance of the learning pathways that offer a competencybased framework for learning leadership skills. The results are discussed in relation to both the current context and the literature. The argument that develops throughout the research is for a reconceptualisation of the learning pathways for outdoor leadership preparation in Australia, in light of the emerging professionalisation of the outdoor industry. Recommendations for changes to the currently accepted entry pathways into the emerging profession are discussed, as are the areas for further research.

<p>I will present some voices from the fields of scouting as well as from outdoor focused schools and tell about their feelings for outdoor education and how they think it can be useful to help children develop a sense of belonging in a group. With a hermeneutic perspective on research I have aimed to show that there is a difference in how teachers and scout leaders look upon the effective use of outdoor education and how they use it both as an instrument for learning and as a tool for group development. I have been looking upon the questions with a holistic point of view and with progressive thoughts of education on my mind.</p><p>I visited and participated in three school groups and three scout groups during some hours. The children were in the year span of 3 – 11 years. I interviewed the four teachers that works with outdoor education in different forms and five leaders active in three different scout groups/scout organisations. My pre knowledge and my preconceived notions has been my platform in this research. This research is a bit to small to prove anything but I state that my research show that there is benefits to gain from using the outdoors in a higher degree in learning situations. Also group development through leadership could give large benefits in Swedish schools if there is a conscious awareness about cooperative learning and leadership skills.</p>

<p>I en rapport från Skolverket framkommer att elever uppger att de lär sig mest och bäst när matematiken är relevant och begriplig, verklighetsanknuten samt då undervisningen är varierad, flexibel och där monotona räkningar undviks (Skolverket 2003). Skulle kanske då utomhusmatematiken kunna vara ytterligare en metod för att förklara problem för elever, ge matematiken en verklighetsanknytning och samtidigt skapa variation i undervisningen? </p><p>Det jag vill uppnå i arbetet är att beskriva hur utomhusmatematik kan användas som ett komplement till ordinarie matematikundervisning, sett ur ett lärarperspektiv. Detta har jag försökt svara på genom att ställa frågorna; Hur beskriver och resonerar undervisande lärare i grundskolans senare år om utomhusmatematik och elevernas lärande? Vilka faktorer påverkar/avgör om lärare använder sig av utomhusmatematik samt vilka utomhusmatematiska övningar ger lärarna exempel på? Jag har utgått från en explorativ ansats med ett hermeneutiskt perspektiv och som metod har jag använt mig av kvalitativa intervjuer där jag intervjuat sex lärare för att få svar på mina frågeställningar. </p><p>Resultatet visar att utomhusmatematik är ett arbetssätt där man använder sig av praktiska och konkreta matematikövningar som är verklighetsanknutna och som utförs utomhus. Majoriteten av eleverna tycker att det är positivt med utomhusmatematik och lärarna ser att elevernas lärande påverkas både direkt och indirekt. Några av de fördelar som nämnts är att eleverna använder fler sinnen vilket leder till ett annat tänkande som kan ge fördjupade kunskaper samtidigt som eleverna upptäcker vad matematiken kan användas till utanför klassrummet. Nackdelar finns, dels de som är påverkbara för läraren som exempelvis att det krävs vana för att utomhusmatematik ska ge bra resultat, dels de som är svåra att påverka för läraren till exempel schemat och skolkoden på skolan. Utomhusmatematiska övningar går att använda i ett flertal områden inom grundskolans matematik.</p>

<p>In what ways can outdoor education be used when teaching immigrants the language of their new country? There is aneed to both concretise grammar teaching and diversify teaching methods to bring language acquisition closer to reallife situations. By using action research a collaborative study was made with four Finnish teachers in four immigrantlanguage classes by implementing a series of lessons using outdoor education. Focussing on the teacher’s experiencequalitative interviews were conducted both before and after the collaborative outdoor lessons. This was supported byobservation and student verbal and written evaluation.</p><p>Both positive and negative aspects of outdoor education were explored in relation to how effective it is as a teachingmethod and as a method of cultural assimilation and group socialisation.</p><p>Outdoor education was found to support a sense of group inclusion and strengthen collective group experience.Difficult concepts were dealt with in a more tangible manner which specifically benefited weaker students. Byexploring the unfamiliar as a group in a supportive environment constructive outcomes were gained. Being outdoorsand using natural materials democratised the cultural meeting. Peer collaboration was demanding but fruitful andshould be used more as a developmental tool in education.</p>