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ERIC Number: EJ1149775
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: As Provided
ISSN: EISSN-2382-0349
The Rewards of Professional Change: Two Primary School Teachers' Experiences of Transforming Outdoor Education
Cosgriff, Marg
Teachers and Curriculum, v17 n1 p23-29 2017
Embarking on and sustaining professional change is often a challenging process for educators. This is particularly so within a broader context of rapid (r)evolution in curriculum, pedagogical and assessment-related developments in the compulsory school sector in Aotearoa New Zealand over the past decade. Teachers' and school leaders' accounts of professional learning and change in recent issues of this journal have suggested it can be both risky and rewarding, with a range of impacts and outcomes for all involved. In this paper I pick up on the notion of the possible rewards of professional change, drawing on the experiences of two generalist primary school teachers engaging in curriculum and pedagogical change in outdoor education within the Health and Physical Education learning area. Specifically, the contributions of outdoor-based learning in a local bush reserve to teachers' own sense of personal wellbeing and rejuvenated sense of professional identity are explored. Here I speculate about the potentially renewing components of professional change in outdoor education in HPE for teachers themselves.
Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A