Primary teachers’ experiences with weekly education outside the classroom during a year

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Standard

Primary teachers’ experiences with weekly education outside the classroom during a year. / Mygind, Erik; Bølling, Mads; Barfod, Karen Seierøe.

I: Education 3-13, Bind 47, Nr. 5, 2019, s. 599-611.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Mygind, E, Bølling, M & Barfod, KS 2019, 'Primary teachers’ experiences with weekly education outside the classroom during a year', Education 3-13, bind 47, nr. 5, s. 599-611. https://doi.org/10.1080/03004279.2018.1513544

APA

Mygind, E., Bølling, M., & Barfod, K. S. (2019). Primary teachers’ experiences with weekly education outside the classroom during a year. Education 3-13, 47(5), 599-611. https://doi.org/10.1080/03004279.2018.1513544

Vancouver

Mygind E, Bølling M, Barfod KS. Primary teachers’ experiences with weekly education outside the classroom during a year. Education 3-13. 2019;47(5):599-611. https://doi.org/10.1080/03004279.2018.1513544

Author

Mygind, Erik ; Bølling, Mads ; Barfod, Karen Seierøe. / Primary teachers’ experiences with weekly education outside the classroom during a year. I: Education 3-13. 2019 ; Bind 47, Nr. 5. s. 599-611.

Bibtex

@article{7cd1eaeb3c6f4d11a7aaf8a05d2aae87,
title = "Primary teachers{\textquoteright} experiences with weekly education outside the classroom during a year",
abstract = "The aim of the present study was through semi-structured interviews toexplore udeskole teacher{\textquoteright}s perceptions of motivational factors and challenges while teaching regularly outside the classroom on a weekly basis during a year. Six females and two male udeskole teachers participated and answered an interview guide containing five themes about their motivations, student relations, teaching experiences, challenges and recognition. Udeskole was perceived to have substantial potentials to improve both academic learning and life skills and {\textquoteleft}the common third{\textquoteright}, i.e. teacher–pupil relations, was mentioned as a value added to the indoor teaching. Health and safety issues were not perceived as barriers",
author = "Erik Mygind and Mads B{\o}lling and Barfod, {Karen Seier{\o}e}",
note = "CURIS 2018 NEXS 305 ",
year = "2019",
doi = "10.1080/03004279.2018.1513544",
language = "English",
volume = "47",
pages = "599--611",
journal = "Education 3-13",
issn = "0300-4279",
publisher = "Routledge",
number = "5",

}

RIS

TY - JOUR

T1 - Primary teachers’ experiences with weekly education outside the classroom during a year

AU - Mygind, Erik

AU - Bølling, Mads

AU - Barfod, Karen Seierøe

N1 - CURIS 2018 NEXS 305

PY - 2019

Y1 - 2019

N2 - The aim of the present study was through semi-structured interviews toexplore udeskole teacher’s perceptions of motivational factors and challenges while teaching regularly outside the classroom on a weekly basis during a year. Six females and two male udeskole teachers participated and answered an interview guide containing five themes about their motivations, student relations, teaching experiences, challenges and recognition. Udeskole was perceived to have substantial potentials to improve both academic learning and life skills and ‘the common third’, i.e. teacher–pupil relations, was mentioned as a value added to the indoor teaching. Health and safety issues were not perceived as barriers

AB - The aim of the present study was through semi-structured interviews toexplore udeskole teacher’s perceptions of motivational factors and challenges while teaching regularly outside the classroom on a weekly basis during a year. Six females and two male udeskole teachers participated and answered an interview guide containing five themes about their motivations, student relations, teaching experiences, challenges and recognition. Udeskole was perceived to have substantial potentials to improve both academic learning and life skills and ‘the common third’, i.e. teacher–pupil relations, was mentioned as a value added to the indoor teaching. Health and safety issues were not perceived as barriers

U2 - 10.1080/03004279.2018.1513544

DO - 10.1080/03004279.2018.1513544

M3 - Journal article

VL - 47

SP - 599

EP - 611

JO - Education 3-13

JF - Education 3-13

SN - 0300-4279

IS - 5

ER -

ID: 201223392