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A Framework for the Development of Schoolyard Pedagogy

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Abstract

Science education theory and reform call on elementary educators to provide authentic science learning experiences in a constructivist learning environment. The natural surroundings of the schoolyard offer an often undeveloped and/or undiscovered pedagogical tool that can help teachers meet these reform-based goals in science teaching. There is little research investigating the pedagogical development of teachers who use the schoolyard to teach. Understanding the framework of development of schoolyard pedagogy can help pre- and in-service teacher educators prepare effective elementary science teachers to take advantage of the teaching opportunities in the schoolyard. This manuscript constructs a framework of development of schoolyard pedagogy as described in the themes of experience across the professional life histories of elementary teachers who frequently use the schoolyard to teach. This framework can inform both pre- and in-service teacher educators who aim to support the development of a pedagogy that goes beyond the four walls of a classroom.

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Authors and Affiliations

  1. University of Oklahoma, 820 Van Vleet Oval, Room 114, Norman, OK, 73019, USA

    Kelly Feille

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  1. Kelly Feille
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Appendix

Appendix

Interview Protocol

Kevin Interview Two

  • Tell me a story about a time the curriculum (frameworks or testing) has been a factor in your classroom teaching. Either positive or negative.

  • Can you tell me a story about a district training that stands out as impacting your teaching?

  • You’ve been teaching long enough to see some pretty significant changes in education. Have there been legislative changes at the state or national level that stand out to you?

  • Last time you mentioned the RSG trainings, pretending I do not know, talk to me about the nature of those trainings? What about them made them successful in your opinion?

  • You were not trained in science before you started teaching. How did you develop your science content understanding?

  • Is there anything I have not asked you about that you think is important?

Angela Interview Two

  • Can you tell me about any relationships with peers or administrators that you think impacted you as a teacher? Positively or negatively.

  • You talked about your courses in college being textbook/lecture and theory based. So, think back if you can to those early years of teaching, what helped you know how to teach?

  • You talked a lot about seeking out trainings for both science classroom and outdoor teaching. Think of a memorable experience from any of those and talk to me about it.

  • You’ve been teaching long enough to see some significant changes in education. What is something that has made a difference in your teaching? (+ or-)

  • You were not trained in science before you started teaching. How did you develop your science content understanding?

  • Anything I have not asked that you think is important?

Steven Interview Two

  • Talk me through the process of transitioning to this campus. You mentioned you wrote your job.

  • The community involvement with the campus, is that something that is fueled by you or someone else?

  • You talked about working for the district, can you tell me more about influences to get you out of the classroom?

  • You also talked about leading workshops, why is that something that interests you?

  • You’ve seen some different changes in education from the district to national level, how have any of those impacted you or your teaching.

  • You said your first push towards this profession was through the Idea of working with troubled kids as a counselor. How has that initial draw to the profession been realized in your career?

  • Is there anything I have not asked that you’d like to tell me about?

Diane Interview Two

  • Last time you commented you’d taught through breast cancer and that teaching probably saved your life. I’m wondering if you could elaborate.

  • You mentioned the trip to the Tetons last time-Pretending I have not been, can you tell me about the trip and why it left such an impression with you?

  • You have been teaching long enough to see some major changes in education. How have any of those changes affected the way you teach?

  • What about district initiatives like the curriculum framework and curriculum-based assessments. Are those implemented here like they are across the district?

  • Can you clarify about your experience teaching reading in college?

  • Is there anything I have not asked you about that you think I should know?

Kathleen Interview Two

  • Can you talk more about the experience while working as an educator at Sea World that helped you become passionate about education and teaching?

  • Can you talk about any experiences at professional developments that impacted your teaching?

  • Does the garden on campus have any impact on what you think about teaching? How is it incorporated into your job and what role does it play?

  • You have been teaching long enough to see some major changes in education. How have any of those changes affected the way you teach?

Interview Three Questions

  • What was the most impactful about your student teaching experience?

  • How have you been a leader in your school and/or district? How has that impacted your teaching?

  • If you could attribute your success as a classroom teacher to one thing, what would it be?

  • If you could attribute your success as a teacher in the outdoor learning environment, what would it be?

  • If I asked you to design an ideal teacher preparation program, what would you be sure to include?

  • Can you describe a moment or experience where you were able to say to yourself, ‘I am good at what I’m doing’?

  • Why do you still teach?

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Feille, K. A Framework for the Development of Schoolyard Pedagogy. Res Sci Educ 51, 1687–1704 (2021). https://doi.org/10.1007/s11165-019-9860-x

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