Beyond the classroom walls: outdoor education for pre-service early childhood teachers

Abstract

Outdoor education, an experiential approach that fosters sensory engagement and connections with the natural world, is increasingly recognized as an important aspect of early childhood education. However, there is a notable gap in preparing pre-service early childhood teachers to implement outdoor pedagogy effectively. This study examines how pre-service teachers evaluated their experiences in a course titled Outdoor Education in Early Years, designed to equip them with the confidence and skills for outdoor teaching in early childhood contexts. Seven early childhood pre-service teachers, aged 21 to 23, participated in the study, which employed purposive sampling. Data collection included one-on-one interviews, focus groups with photo elicitation, and activity reflections conducted at the semester’s end. Thematic analysis identified three core themes: personal and professional transitions, the shift from indoor to outdoor teaching, and envisioning future classroom practices. These findings highlight transformative learning experiences, emphasizing practical applications and the broader implications for early childhood education.