Outdoor Environmental Education Program Leaders' Theories of Experiential Learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F20%3A43895542" target="_blank" >RIV/44555601:13430/20:43895542 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/abs/10.1080/0305764X.2020.1770693?journalCode=ccje20" target="_blank" >https://www.tandfonline.com/doi/abs/10.1080/0305764X.2020.1770693?journalCode=ccje20</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/0305764X.2020.1770693" target="_blank" >10.1080/0305764X.2020.1770693</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Outdoor Environmental Education Program Leaders' Theories of Experiential Learning

Popis výsledku v původním jazyce

Teachers&apos; practice is based on their beliefs about how student learning should be developed. In the practice of programme leaders in outdoor environmental education centres, experiential learning is considered to be one of the prominent learning theories. This study analyses the ways in which experiential learning is interpreted and transferred into the practice of programme leaders in five outdoor environmental education centres in the Czech Republic. The authors collected qualitative data from interviews with the programme leaders (N = 17) and from observations of five different outdoor environmental education programmes. They identified three distinctive experiential learning theories representing the leaders&apos; beliefs and practices. Further, the implications for future practice are discussed.

Název v anglickém jazyce

Outdoor Environmental Education Program Leaders' Theories of Experiential Learning

Popis výsledku anglicky

Teachers&apos; practice is based on their beliefs about how student learning should be developed. In the practice of programme leaders in outdoor environmental education centres, experiential learning is considered to be one of the prominent learning theories. This study analyses the ways in which experiential learning is interpreted and transferred into the practice of programme leaders in five outdoor environmental education centres in the Czech Republic. The authors collected qualitative data from interviews with the programme leaders (N = 17) and from observations of five different outdoor environmental education programmes. They identified three distinctive experiential learning theories representing the leaders&apos; beliefs and practices. Further, the implications for future practice are discussed.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Cambridge Journal of Education

ISSN

0305-764X

e-ISSN

—

Svazek periodika

50

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

17

Strana od-do

729-745

Kód UT WoS článku

000548488800001

EID výsledku v databázi Scopus

—