Teachers' perspectives on using outdoor provision as a learning resource for the Foundation Phase curriculum in inner city schools in Wales.
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This study focuses on teachers' perspectives on using the outdoor provision as a learning resource for the Foundation Phase curriculum in inner city schools in Wales. With the recent emphasis of outdoor learning in the Foundation Phase curriculum it gathers teachers' views and opinions on the current outdoor provision in inner city schools and their views on the progression and future of this topic. A selection of inner city schools were investigated using a grounded theory approach including qualitatíve interviews and quantitative questionnaires. Attitudinal scales were used in questionnaires to gather teachers' perspectives on outdoor provision. The data revealed the variation in progression of outdoor provision between inner city schools. Outdoor provision was not used extensively during lesson time and when it was this was for physical or environmental education. The data indicated teachers' were unsatisfied with their current outdoor provision and showed a desire for wild and woodland space. Teachers' attitudes revealed that inner city schools did face more challenges for outdoor provision and this was mainly due to funding issues. Teachers' were also anticipating implications with transition from Foundation Phase to key stage two. However overall teachers' throughout key stage one and key stage two were enthusiastic and very optimistic about outdoor learning and provision.
BA (Honours) Educational Studies
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