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Nord-Leth, Julia

University of British Columbia

This phenomenological study aims to explore elementary teachers' experiences with outdoor learning during the COVID-19 pandemic, with a focus on how student mental health, wellbeing, physical and health literacy were incorporated. The pandemic disrupted traditional teaching methods, prompting educators to adapt to approaches like outdoor learning. This research study adopts an interpretivist epistemology to uncover the perspectives and strategies implemented by teachers. Through semi-structured phenomenological interviews with elementary teachers in British Columbia, the study gathers rich data on the lived realities of facilitating outdoor learning experiences. Thematic analysis is used to inductively identify patterns and themes emerging from the interview transcripts. By examining teachers' reflections on their pedagogical approaches during this unprecedented time of a global pandemic, the study seeks to capture positive pedagogical transitions to further support student wellbeing in a post-pandemic era. Findings reveal insights into diverse approaches to teaching and learning, promote social-emotional development that centers students’ and teachers’ mental health and wellbeing, and captures the values and necessities of outdoor learning, along with highlighting the need for more inclusive and equitable approaches to education. The study has the potential to contribute valuable perspectives on sustaining positive changes from the time if the Covid-19 pandemic and holistically addressing students' diverse needs through innovative teaching and learning practices.

Text

2025-01-16

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/90128

Health, Outdoor and Physical Education

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/