Field trips as gateways to out-of-school learning: perspectives and practices among preschool teachers*

Sevinç Özgen E., Tantekin-Erden F.

JOURNAL OF ADVENTURE EDUCATION & OUTDOOR LEARNING, no. , pp.1-17, 2024 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2024
  • Doi Number: 10.1080/14729679.2024.2428670
  • Journal Name: JOURNAL OF ADVENTURE EDUCATION & OUTDOOR LEARNING
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, SportDiscus
  • Page Numbers: pp.1-17
  • Middle East Technical University Affiliated: Yes

Abstract

This qualitative study addresses preschool teachers' beliefs and practices regarding field trips emphasizing their role as gateways to out-of-school learning. Engaging 20 preschool teachers, with observations of six during field trip activities, the research highlights the teachers' recognition of the substantial educational benefits that field trips offer in early childhood education. Participants emphasized that field trips provide valuable opportunities for learning, fostering several chances to think and act in diverse out-of-school settings. Despite their positive beliefs, practical implementations may be hindered by limited time, resources, and security concerns. The current study was concluded with recommendations aimed at reducing these barriers and enriching the benefits of out-of-school learning through field trips.