Newly Qualified Teachers' Realization of Action-Competence on Outdoor Education in the Transition From Education to Practice

• In Event: Dimensions of Newly Hired Teachers' Understanding and Praxis

Abstract

This study has followed student teachers from pre-service training until the end of their first year as teachers to see if they have realized their action competence about outdoor school. As student teachers, all the participants in this study were introduced to outdoor teaching in science in their pre-service teacher education. By using Nygren's theory of professional action competence as the analytical framework, we investigate how internal and external factors are important for the newly educated teachers' use of outdoor school in their own teaching. The purpose of the study is to gain more knowledge about what happens in the transition between teacher education and professional practice.

Authors

• Thomas Hauge

• Anne Berit Emstad, Norwegian University of Science and Technology

• Bård Knutsen, The Norwegian University of Science and Technology