REGEN|ED×UmSTER | Helena Näs

TEACHERS' LONG AND SHORT EXPERIENCES OF OUTDOOR SCIENCE TEACHING – A WAY TO EVOLVE AGENCY AMONG NEW TEACHERS?  

DescriptionMy research explores how teachers with varying levels of experience collaborate to develop outdoor and inquiry-based biology teaching, and whether such collaboration can support professional learning. Grounded in theories of outdoor education and formative interventions (Engeström & Sannino), the project adopts an expansive learning approach in which teachers identify areas for development, work collaboratively to implement changes, and reflect on outcomes. The design also draws on Desimone’s framework for effective professional development, emphasizing subject focus, active learning, coherence, duration, and collaboration. The research is based on a 1.5-year (and soon ongoing) professional development project involving five teachers (now seven). Data from group meetings and interviews are analyzed. Data also includes classroom observations and overall project evaluation.  

Results show an open and supportive collaborative climate, where teachers quickly share experiences and identify improvements in teaching practices. Experienced teachers contribute practical knowledge of outdoor environments, while less experienced teachers gain confidence and motivation to engage in outdoor teaching. Collaboration leads to concrete ideas about progression in subject content and increased student engagement through inquiry and outdoor activities. Preliminary conclusions indicate that combining research-based approaches with collaborative practice creates strong opportunities for professional learning. Teachers develop greater awareness of students’ interests and demonstrate increased willingness to adapt teaching. 

Keywords 
Outdoor science education, teachers’ collaboration, professional development 

Registration 
The REGEN|ED Seminar Series (organized by the REGEN|ED research environment at NMD) brings together educators, researchers, practitioners, students, and community members interested in regenerative education, sustainability, and social-ecological transformation. We warmly welcome anyone curious about these questions to join us in a spirit of curiosity, engagement, and reciprocity as we learn with and from one another across diverse disciplines, contexts, and perspectives.  

Registration for the REGEN|ED Seminar Series 2026/2027 is now open, and you can sign up here: Registration REGEN|ED Seminar Series 2026/2027