Perspectives of teachers, guides, and parents as stakeholders in out-of-school learning environments


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Çağlayan İ., Çapar B., Zeteroğlu E.

JOURNAL OF ADVENTURE EDUCATION & OUTDOOR LEARNING, vol.25, pp.1-18, 2024 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 25
  • Publication Date: 2024
  • Doi Number: 10.1080/14729679.2024.2371152
  • 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.1-18
  • Bursa Uludag University Affiliated: Yes

Abstract

In recent years, out-of-school learning has gained significance in Turkiyeand has been increasingly integrated into education programs and espe-cially in preschool programs. This research aims to explore the perspec-tives of preschool teachers, guides, and parents on out-of-school learningenvironments. Within the scope of this qualitative research, semi-structured individual interviews were conducted with five teachers, fiveguides, and five parents. The data collected through the interviews wereanalyzed using content analysis technique. According to the results, allstakeholders agree that out-of-school learning environments contributeto the holistic development of children. Additionally, the findings suggestthat these benefits motivate teachers and parents to organize out-of-school learning activities. Yet, the stakeholders do not have a sufficientunderstanding of how they could work collectively and more effectivelytoward these motivations. This indicates that the collaboration of allstakeholders must be strengthened and stakeholders must be informedon how they can act together.