Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/10718
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Place-responsive pedagogy: learning from teachers' experiences of excursions in nature
Authors: Mannion, Greg
Fenwick, Ashley
Lynch, Jonathan
Contact Email: gbgm1@stir.ac.uk
Keywords: environmental education
place
nature
pedagogy
excursions
outdoor
learning
teacher development
teacher expertise
place-responsive
Issue Date: 2013
Publisher: Taylor and Francis
Citation: Mannion G, Fenwick A & Lynch J (2013) Place-responsive pedagogy: learning from teachers' experiences of excursions in nature, Environmental Education Research, 19 (6), pp. 792-809.
Abstract: The nature-based excursion has been a significant teaching strategy in environmental education for decades. This article draws upon empirical data from a collaborative research project where teachers were encouraged to visit natural areas to provide an understanding of their roles and experiences of planning and enacting excursions. The analysis indicates that teachers' sensitisation towards 10 place was aided by collaboration, advance planning visits and the very practice of making place-responsive excursions with pupils. The authors build on the analysis to propose a theory of place-responsive pedagogy. At its core, place-responsive pedagogy involves the explicit efforts to teach by means of an environment with the aim of understanding and improving human-environment 15 relations. Some implications for teacher professional development are offered.
Type: Journal Article
URI: http://hdl.handle.net/1893/10718
DOI Link: http://dx.doi.org/10.1080/13504622.2012.749980
Rights: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Environmental Education Research on 18 December 2012, available online: http://www.tandfonline.com/10.1080/13504622.2012.749980
Affiliation: Education
Initial Teacher Education
University of Cumbria

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