Exploring signs in nature: The vlog experiences of preservice teachers
- 1Department of Curriculum & Instruction, Uşak University, Uşak, Türkiye
- 2Department of Geography Education, Uşak University, Uşak, Türkiye
Abstract
The growing disconnect between children and nature—driven by technological immersion, reduced green spaces, and heightened safety concerns—necessitates that preservice teachers acquire competencies to foster nature literacy in future generations. Grounded in Ajzen’s Theory of Planned Behaviour, this phenomenological study examined the experiences of 62 preservice teachers as they identified scientific clues in nature and translated them into vlogs. Data from reflective journals were analysed using inductive content analysis. Findings revealed that participants initially exhibited negative emotional responses due to inexperience and low technological self-efficacy. The phenomenon selection process involved progressive familiarization with natural environments, followed by decision-making shaped by individual characteristics, contextual variables, and information sources. Despite encountering challenges, participants demonstrated substantial gains across three interconnected domains: (1) Professional Development—authentic learning competencies, technological self-efficacy, and pedagogical knowledge; (2) Nature-Based Awareness—observation skills, environmental awareness, and emotional bonding with nature; and (3) Inner Development—enhanced curiosity, creativity, and psychological well-being. These outcomes underscore the importance of integrating technology-enhanced authentic tasks, structured field experiences in natural settings, and nature-focused projects into teacher education curricula. Such pedagogical approaches can strengthen preservice teachers’ perceived behavioral control, positive attitudes, and intentions to adopt nature-based technological practices, ultimately supporting their capacity to cultivate nature literacy in children.
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BibTeX
@article{ulucınar2026exploring,
title = {{Exploring signs in nature: The vlog experiences of preservice teachers}},
author = {Ufuk Uluçınar and Adem Sezer},
journal = {Journal of Pedagogical Sociology and Psychology},
year = {2026},
month = jun,
doi = {10.33902/jpsp.202645073},
url = {https://doi.org/10.33902/jpsp.202645073},
note = {CC BY},
}
RIS
TY - JOUR
TI - Exploring signs in nature: The vlog experiences of preservice teachers
AU - Ufuk Uluçınar
AU - Adem Sezer
PY - 2026
DA - 2026/06/03
JO - Journal of Pedagogical Sociology and Psychology
DO - 10.33902/jpsp.202645073
UR - https://doi.org/10.33902/jpsp.202645073
AB - The growing disconnect between children and nature—driven by technological immersion, reduced green spaces, and heightened safety concerns—necessitates that preservice teachers acquire competencies to foster nature literacy in future generations. Grounded in Ajzen’s Theory of Planned Behaviour, this phenomenological study examined the experiences of 62 preservice teachers as they identified scientific clues in nature and translated them into vlogs. Data from reflective journals were analysed using inductive content analysis. Findings revealed that participants initially exhibited negative emotional responses due to inexperience and low technological self-efficacy. The phenomenon selection process involved progressive familiarization with natural environments, followed by decision-making shaped by individual characteristics, contextual variables, and information sources. Despite encountering challenges, participants demonstrated substantial gains across three interconnected domains: (1) Professional Development—authentic learning competencies, technological self-efficacy, and pedagogical knowledge; (2) Nature-Based Awareness—observation skills, environmental awareness, and emotional bonding with nature; and (3) Inner Development—enhanced curiosity, creativity, and psychological well-being. These outcomes underscore the importance of integrating technology-enhanced authentic tasks, structured field experiences in natural settings, and nature-focused projects into teacher education curricula. Such pedagogical approaches can strengthen preservice teachers’ perceived behavioral control, positive attitudes, and intentions to adopt nature-based technological practices, ultimately supporting their capacity to cultivate nature literacy in children.
SN - 2687-3788
ER -