Teacher Professional Development in Outdoor and Open Learning Environments: A Research Based Model

Abstract

The trend of utilising open learning environments and informal learning sources has a clear link to outdoor education, which bridges the gap between formal education and informal learning. According to the findings related to informal learning and its relevance to early professional development, the crucial era seems to be the first 3 years as an inexperienced teacher. Despite the long history, outdoor education needs new research methods. In Finland, the new National Curri-culum 2016 underlines teaching of this " phenomenon " besides the traditional subject orientated teaching. This challenges teacher professional development at all its levels. In this study, an out-door education course for teachers and teacher trainees in Finland is evaluated using the theory and research tool of New Educational Models or Paradigms (NEMP). The main research question is to test this new research model: is it suitable when evaluating outdoor education?