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Learning through place: Evaluation of a professional development program for understanding the impact of place-based education and teacher continuing education needs

By Katherine Linnemanstons and Catherine Jordan

We report an evaluation of a place-based education (PBE) teacher professional development program that aimed to understand the perceived impact of PBE on students and teachers, constraints to implementation of PBE in schools, and strengths and limitations of the professional development program, as identified by teachers. Nine teachers, the full 2014 cohort of participants in Wilderness Inquiry’s PBE professional development program, completed a written reflection exercise and were interviewed following the implementation of a PBE lesson or unit developed as part of their professional development program. Findings indicate that teachers perceived PBE to have several important impacts on students, including stronger engagement in learning, enhanced collaboration, and heightened significance for the concepts learned. Teachers also perceived impact on themselves, including professional growth, sense of fulfillment and an expanded repertoire of teaching approaches. However, there were perceived constraints to implementing PBE, including support from peers and administrators, time, money, weather, and the composition of the class. This research adds to a growing body of research reporting positive impacts of PBE. Teachers’ feedback on the professional development program highlighted specific aspects of an effective professional development program. An enhanced understanding of the benefits of and challenges to PBE and program characteristics that maximize teachers’ time at a professional development program will help educators and curriculum developers to better support, develop, and encourage the implementation of PBE in standardized curriculum.

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