Nature relatedness in student teachers, perceived competence and willingness to teach outdoors:An empirical study

Alexia Barrable - ORCID: 0000-0002-5352-8330 https://orcid.org/0000-0002-5352-8330Item is not available in this repository.Despite a drive towards more learning outside the classroom, teachers’ confidence to teach outdoors has been identified as a barrier to regular and positive outdoor experiences. Initial Teacher Education (ITE) has been seen as one of the ways to increase teachers’ confidence, yet such provision is variable and has not been studied extensively. In this study, we explore how a practical outdoor session can increase motivation to teach outdoors. Moreover, using a Self-Determination Theory framework we hypothesise that increased nature relatedness would be associated with higher perceived competence and willingness to teach outdoors. Forty-nine ITE students took part in the outdoor session, and responded to pre- and post-measures of nature relatedness, perceived competence and willingness to teach outdoors. Results suggest a positive correlation between nature relatedness and both perceived competence and willingness to undertake outdoor sessions. Moreover, nature relatedness was significantly higher after the outdoor environmental education session.https://doi.org/10.1080/14729679.2019.160999920pubpub

Going beyond creativity:Primary headteachers as social intrapreneurs?

This article presents the details and findings of a mixed-methods study that explored Scottish primary sector headteachers’ enactment of creativity through a Complexity Leadership Theory lens. Although policymakers emphasise the importance of headteachers and their impact on school improvement, there is a growing need for headteachers to enact and effectively nurture school-wide creativity if they are to overcome complex challenges brought about by today's political, social and economic environments. In response to the research question ‘To what extent do primary headteachers perceive their role as being creative?’, this article reports on 23 surveys and 11 semi-structured interviews undertaken as part of a larger study. Whilst our findings suggest that creativity is enacted to some extent by the headteachers, the evidence goes beyond this and identifies social intrapreneurship emerging. The concept of social intrapreneurship within education appears to be unique to this study. We identify social intrapreneurs as individuals who demonstrate creativity, resourcefulness, collaboration and determination and are growth-oriented within bureaucratic constraints. We conclude by discussing how social intrapreneurship is a valuable concept for headteachers and policymakers alike

Conceptualising Creativity and Innovation in the Role of Primary Sector Headteachers

Schools and policy makers face common challenges driven by external affairs such as economic uncertainty, globalisation, and advances in technology. Rapidly changing educational, societal, and political systems require school leaders to adopt creativity and innovation (Cr&Inn) as an integral feature of their leadership. To understand what Cr&Inn means to those in primary sector headteacher positions, this conceptual paper explores the following questions: How is Cr&Inn defined regarding headteachers within the primary sector? What are the key characteristics of Cr&Inn regarding primary sector headteachers? We incorporate a systematic literature review along with definitions from primary sector headteachers drawn from interview data. Whilst Cr&Inn remain conceptually complex, we provide clarity by proposing a succinct definition and recognising the key characteristics involved which in turn, has the potential to strengthen effective leadership to improve learner outcomes through overcoming unusual challenges. We conclude with a discussion of how misconceptions may negatively influence creative and innovative practices, yet we recognise that Cr&Inn have much to offer those in such dynamic and accountable roles, globally, particularly in times of uncertainty. Through our identification of the characteristics, we provide school leaders and policy makers with a framework to understand what Cr&Inn entails

Learning for Sustainability:young people and practitioner perspectives

This report is based on research conducted by a team at the University of Dundee into the understanding and implementation of Learning for Sustainability amongst young people aged 14+ in school and community learning and development settings and the practitioners responsible for their education

Science education students taking ownership of their learning

This paper by Liz Lakin from the University of Cumbria forms part of the ESCalate Help Directory for Teacher Educators and is part of the Research Papers from the Teacher Educator Community series. - This paper reports on the initial outcomes of an exercise with secondary students in the conceptual development year of their undergraduate or post graduate training. Students were asked to use a focussed learning log to assist with their studies. - The key aims of this research project are to present opportunities for students to: appreciate and take an active role in the learning process; be critical, reflective thinkers able to identify gaps in their own subject knowledge & understanding and to identify how they can ‘fill’ those gaps; inform their teaching and their pupil’s learning

Science in the whole curriculum

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The golden age of protein: an initial teacher training perspective on the biological role of proteins in our everyday lives.

We make use of proteins in all aspects of our daily lives from biological washing powders to soft-centred sweets, yet their fundamental role in our diet is often misunderstood. This paper draws on the findings of a three-phase research project into Initial Teacher Trainee's perception of food and eating, where students demonstrated several similar misconceptions about the food they eat and in particular, the role of proteins. More than 50% of the students thought that protein was a primary source of energy and were confused about the relationship between proteins, amino acids and nitrogen, and the role of DNA in synthesizing proteins. These misconceptions were often translated into practice in the diet the students consumed and the messages they passed on, with confidence, to their pupils. In addition to the misconceptions, teaching approaches used by the students were highly mechanistic, with little reference being given to the relationship between food and the circumstances in which it is eaten. The relationship between dietary intake and lifestyle is explored in secondary schools within Food Technology lessons. However, it is often too late to rectify the deeply entrenched misconceptions, attitudes and eating habits that school children have developed in their primary years. This paper makes the recommendation that we should reconsider how nutrition education is delivered in schools, especially at a primary level: emphasizing the need to relate teaching and learning to everyday experiences. The paper concludes by suggesting possible strategies by which this may be achieved, with proteins featuring centre-stage