A self-study of teacher practice in outdoor learning

This study explored outdoor learning in Australian primary schools, focusing on a teacher's role during on-site practices at a Melbourne independent school. Employing a self-study approach, the research examined how teacher planning and decision-making shaped outdoor learning experiences. Key themes emerged: risk, agency, and connection, alongside critical teacher dispositions of presence, care, and equanimity. Findings highlighted the tensions and opportunities in creating meaningful learning conditions, contributing to our understanding of teaching practices in outdoor contexts. This research enriches knowledge on how educators can utilise the outdoors to foster student engagement and learning beyond traditional classroom settings.