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Turner, C. (2006). Informal Learning and Its Relevance to the Early Professional Development of Teachers in Secondary Schools in England and Wales. Journal of In-Service Education, 32, 301-319. http://dx.doi.org/10.1080/13674580600841885

has been cited by the following article:

• TITLE: Teacher Professional Development in Outdoor and Open Learning Environments: A Research Based Model

  AUTHORS: Hannu Salmi, Arja Kaasinen, Liisa Suomela

  KEYWORDS: Informal Learning, Outdoor Education, Out-of-School Education, New Educational Models or Paradigms, Science Centre Pedagogy

  JOURNAL NAME: Creative Education, Vol.7 No.10, July 8, 2016

  ABSTRACT: The trend of utilising open learning environments and informal learning sources has a clear link to outdoor education, which bridges the gap between formal education and informal learning. According to the findings related to informal learning and its relevance to early professional development, the crucial era seems to be the first 3 years as an inexperienced teacher. Despite the long history, outdoor education needs new research methods. In Finland, the new National Curriculum 2016 underlines teaching of this “phenomenon” besides the traditional subject orientated teaching. This challenges teacher professional development at all its levels. In this study, an outdoor education course for teachers and teacher trainees in Finland is evaluated using the theory and research tool of New Educational Models or Paradigms (NEMP). The main research question is to test this new research model: is it suitable when evaluating outdoor education?