“We do it anyway”: Professional identities of teachers who enact risky play as a framework for Education Outdoors
Author:
Funder
Social Sciences and Humanities Research Council of Canada
Publisher
Springer Science and Business Media LLC
Subject
Physical Therapy, Sports Therapy and Rehabilitation,Education
Link
https://link.springer.com/content/pdf/10.1007/s42322-023-00140-6.pdf
Reference45 articles.
1. Asfeldt, M., Purc-Stephenson, R., Rawleigh, M., & Thackeray, S. (2021). Outdoor education in Canada: A qualitative investigation. Journal of Adventure Education and Outdoor Learning, 21(4), 297–310. https://doi.org/10.1080/14729679.2020.1784767
2. Barfod, K. S. (2018). Maintaining mastery but feeling professionally isolated: Experienced teachers’ perceptions of teaching outside the classroom. Journal of Adventure Education and Outdoor Learning, 18(3), 201–213. https://doi.org/10.1080/14729679.2017.1409643
3. Benjamin-Thomas, T. E., Corrado, A. M., McGrath, C., Rudman, D. L., & Hand, C. (2018). Working towards the promise of participatory action research: Learning from ageing research exemplars. International Journal of Qualitative Methods, 17(1). https://doi.org/10.1177/1609406918817953
4. Bilton, H. (2020). Values stop play? Teachers’ attitudes to the early years outdoor environment. Early Child Development and Care, 190(1), 12–20. https://doi.org/10.1080/03004430.2019.1653548
5. Blenkinsop, S., Maitland, C., & MacQuarrie, J. (2019). In search of policy that supports educational innovation: Perspective of a place- and community-based elementary school. Policy Futures in Education, 17(4), 489–502. https://doi.org/10.1177/1478210318809553
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