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Turkish pre-service early childhood education teachers’ perceptions and practices of nature-based teaching on professional experience

Published online by Cambridge University Press:  30 June 2021

Güliz Karaarslan Semiz Open the ORCID record for Güliz Karaarslan Semiz [Opens in a new window]  and
Zeynep Temiz Open the ORCID record for Zeynep Temiz [Opens in a new window]
Güliz Karaarslan Semiz*
Affiliation:
Department of Mathematics and Science Education, Ağrı İbrahim Çeçen University, Ağrı, Turkey
Zeynep Temiz
Affiliation:
Department of Elementary and Early Childhood Education, Karamanoğlu Mehmet Bey University, KaramanTurkey
*
*Corresponding author. E-mail: gkaraarslan@agri.edu.tr
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Abstract

This paper considers the perceptions and teaching practices of Turkish pre-service early childhood education teachers with regard to nature-based teaching. Nature-based activities rarely take place in Turkish early childhood education settings; accordingly, there is a clear need to develop pre-service teachers’ professional experience related to nature-based teaching to empower them to support children’s learning in natural environments. In this study, eight pre-service teachers applied nature-based teaching in a professional experience placement over a period of 10 weeks. Clarke and Peterson’s (1986) model of teachers’ thoughts and actions guided this study in terms of understanding pre-service teachers’ related perceptions and practices. Qualitative data were collected through activity plans and semi-structured interviews, the findings from which revealed that the implementation of various activities using natural materials and the natural environment increased pre-service teachers’ self-confidence related to nature-based teaching. The primary barriers to the implementation of nature-based teaching activities were reported as being the attitudes of families and school management, weather conditions and pre-service teachers’ lack of knowledge of nature-based pedagogies. These barriers could be addressed by supporting pre-service early childhood teachers’ professional development and by affording them more opportunities to perform nature-related activities in early childhood settings.

Keywords

nature-based teachingnature pedagogyearly childhood educationpre-service teachersprofessional experience course
Type
Article
Information
Australian Journal of Environmental Education , Volume 37 , Issue 3 , November 2021 , pp. 187 - 207
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Copyright
© The Author(s) 2021. Published by Cambridge University Press

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