Primary teachers’ perceptions and attitudes on the status of experiential learning in outdoor language teaching in Cyprus

• Main Author: Chrysostomou, Maria
• Format: Others
• Language: English
• Published: Linköpings universitet, Nationellt centrum för utomhuspedagogik (NCU) 2013
• Subjects: Outdoor language teaching; experiential learning; new Greek language curriculum; Cyprus; benefits; barriers; primary education; teachers' perceptions; attitudes; experiences; critical literacy; teaching approach
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-95434

Outdoor education is considered to be a recent teaching approach and method in a general educational framework, which is related to learning through authentic places and different direct experiences. However, the learning process within the educational system in Cyprus is mainly based on traditional models of teaching. Despite that fact, a modified society established the necessity for a new educational curriculum, which was implemented in 2010. Thus, the current research is focused on a curriculum-related study on outdoor learning and teaching, based on experiential learning in primary schools in Cyprus. Specifically, the focal point is on teachers’ perceptions regarding the status of experiential learning within the Greek language curriculum and the possibilities of implementing outdoor language activities, in order to enhance students’ learning. Through a qualitative approach, this research included analysis of the data extracted from ten semi-structured synchronous online interviews with primary teachers. The data were analysed thematically and summarized in five themes related to the connections between outdoor learning, experiential learning and language teaching. In particular, the relevant findings demonstrated that experiential learning is mainly presented on a theoretical base through the language curriculum and that outdoor language activities, although they can enhance the implementation of more efficient lessons, are limited. The results reveal primary teachers’ basic knowledge on the field of outdoor education, as they additionally noted some important barriers of outdoor learning, such as time limitations, lack of support and the traditional way of thinking. Thus, they pointed out the necessity of applying significant changes that will support the new Greek language curriculum and its basic principles. Additionally, the teachers acknowledged several benefits of outdoor language teaching mainly related to the students’ personal and social development. The above findings contribute to the current limited scientific knowledge, concerning the practice of outdoor education in primary level in Cyprus. To conclude, the results of the specific study are focused on the perceptions of the ten participants, so they cannot be generalized. Therefore, further research on the related field would be important for a wider investigation of outdoor language learning within the Cypriot educational system.