Teaching with Place: Developing Preservice Teacher Identity Through Outdoor Learning and Reflection

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Experiential Education and Community Engagement: Scholarship and Practice Virtual Poster Session

Abstract

This qualitative case study explores how outdoor, place-based learning and reflective journaling support preservice teacher identity development. Analyzing 70 journal entities from six undergraduates in a semester-long outdoor learning course, we used inductive coding to identify four interwoven themes: Sensory & Emotional Engagement with Nature, Cognitive & Reflective Learning, Shift in Personal & Professional Perspective, and Interactive & Hands-On Engagement. These themes often co-occurred, revealing how embodied experience and reflection together catalyze transformation. Framed by Transformative Learning Theory, findings show how sensory-rich outdoor moments served as disorienting dilemmas that prompted students to reimagine teaching as a relational, place-connected practice. This study affirms the value of experiential, reflective pedagogy in preparing context-responsive, purpose-driven educators.

Authors

• Verdah Rehan, Clemson University

• Steph N. Dean, George Mason University