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<p>Outdoor learning offers well-documented benefits for children’s health and learning, yet its integration into Early Childhood Education remains limited, partly due to barriers related to teacher preparation. This study investigates the impact of an educational intervention designed to integrate outdoor learning across the early childhood curriculum on preservice teachers’ appraisals, emotions, and perceived preparedness. Using a mixed-methods approach with 185 preservice teachers, results showed significant associations with reductions in negative emotions, increases in positive emotions, and enhanced perceived importance of outdoor activities for children’s learning. Additionally, perceived preparedness in implementing outdoor learning methodologies improved. Network analysis and structural equation modeling indicated that pre-intervention boredom was a critical link between pre- and post-intervention emotions, influencing post-intervention perceived preparedness. These findings highlight the relevance of addressing emotional and motivational processes within teacher education programs to support the adoption of outdoor learning methodologies. Integrating structured outdoor learning experiences into preservice teacher training may strengthen professional readiness and foster the pedagogical use of natural environments in Early Childhood Education.</p>

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Transforming preservice teachers’ emotions and appraisals on outdoor learning in early childhood education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月27日

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  • Cristina Valares-Masa,
  • José María Marcos-Merino,
  • Jesús A. Gómez-Ochoa de Alda

摘要

Outdoor learning offers well-documented benefits for children’s health and learning, yet its integration into Early Childhood Education remains limited, partly due to barriers related to teacher preparation. This study investigates the impact of an educational intervention designed to integrate outdoor learning across the early childhood curriculum on preservice teachers’ appraisals, emotions, and perceived preparedness. Using a mixed-methods approach with 185 preservice teachers, results showed significant associations with reductions in negative emotions, increases in positive emotions, and enhanced perceived importance of outdoor activities for children’s learning. Additionally, perceived preparedness in implementing outdoor learning methodologies improved. Network analysis and structural equation modeling indicated that pre-intervention boredom was a critical link between pre- and post-intervention emotions, influencing post-intervention perceived preparedness. These findings highlight the relevance of addressing emotional and motivational processes within teacher education programs to support the adoption of outdoor learning methodologies. Integrating structured outdoor learning experiences into preservice teacher training may strengthen professional readiness and foster the pedagogical use of natural environments in Early Childhood Education.