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        <div id="content-top1">Page 18 - Outdoor Education and its Inclusion into Teaching at PdF MU</div>
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    <pre style="white-space:pre-line"><code>with a large number of tourist attractions available  with the exception of forested gullies (Suchý, Pustý)
               for hiking and biking                          The Rudice plateau is used for agriculture only in its
                 The geographical location at the junction of five  northern and southern parts, and the central part is
               geomorphological districts gives the landscape of  forested  There are a large number of karst formations
               the Jedovnice and its surroundings a specific char-  on the territory of both plateaux – sinkholes, gullies,
               acter  The ponds Olšovec, Budkovan, Dymák and  blind and semi -blind valleys with dives (Demek et al ,
               others, into which water from surrounding platforms  2014)  On the Rudická plateau you can find some
               is supplied by natural watercourses, were built in the  remains after mining activities (mining pits, dumps),
               tectonic break of the Jedovnice -Račice depression   after all, the mining of iron ore was reflected in the
               The depression is limited from the NE by the elevat-  very name of the Rudice municipality  An important
               ed relief of the Kojálská Plain, the most significant  landscape element of the Rudice plateau is the kaolin
               dominant of which is a 320 m high telecommuni-  quarry Seč with colourful Rudice layers (clays, sands)
               cation transmitter  From the southwest, the break is   Due to its uniqueness and accessibility of the uni-
               limited by the northeastern slopes of the Mokerská  versity city of Brno, the whole area is also used for
               Highlands, on whose wooded slopes there are single  educational purposes  That is why we pay consider-
               trails for mountain biking  Northwest of the Jedovnice  able attention to it in terms of outdoor learning  The
               municipality there is a relatively elevated relief of the  area is elaborated in detail in a separate appendix
               Suchdol plateau (north) and the Rudická plateau  entitled Moravian Karst and surroundings, Atlas for
               (west)  The landscape of the Suchdol plateau is largely  outdoor education and outdoor activities
               used for agriculture (fields and cultural meadows),


                                                                               2.2  COURSE CONCEPT


                 Due to the absence of clearly laid out outcomes  7   measure/estimate the quality of activities per-
               from teacher training for the field of outdoor teach-  formed outside the class;
               ing, we were forced to look for inspiration abroad  8   assess the impact of out-of-class teaching on
               during the actual innovation of this subject  In the   pupils;
               United Kingdom, for example, one of the outcomes  9   experience how pupils behave in various
               of teacher training is the acquisition of a key skill:   environments
               “creating an effective and safe teaching environ-
               ment conducive to pupils’ learning and identifying   According to the results of the survey by Kendall
               opportunities for pupils to learn outside school” (TDA  et al  (2006), teacher training, in connection with  out-
               2007)  This outcome is considered insufficient by  door  education,  most  often  focuses  on  the  first
               many researchers (Kendall et al , 2006; Dillon et al ,  three  goals  and  the  research participants them-
               2006; Glackin, 2019) and broadly interpretable  Based  selves from the ranks of university teacher identify
               on research aimed at mapping the state of training  them as the main ones  Other goals are then referred
               of future teachers in the use of outdoor education  to as minority goals
               (or rather teaching outside the classroom), Kendall   Within the creation of an innovative course, we
               and her team (2006, p  22) set out 9 sub-aims which  reflected internally on its current form and tried to
               should be focused on in undergraduate training in  consciously incorporate individual learning tasks and
               connection with the teaching strategy  Within their  activities that are carried out during our own outdoor
               undergraduate training future teachers should learn  practice, as well as in other subjects focused on field
               to:                                            didactic preparation of future teachers  Apart from
               1   carry out activities with the pupils in the environ-  the last of the outcomes, “experience how students
                  ment outside the classroom;                 behave in various environments”, which has not yet
               2   maximize students’ learning in the out -of -class  been implemented into the innovated form of the
                  environment;                                educational course due to organizational complexity,
               3   prepare classroom activities prior to activities  the above formulated outcomes are taken into ac-
                  undertaken outside the classroom;           count both in partial fields-of-study days and mainly
               4   assess and prevent potential risks associated with  in the final diagnostic-reflective days
                  teaching outside the classroom;               The actual form of the course, i e  a five-day stay
               5   realize the advantages and disadvantages of the  outside the university environment, is based on and
                  education carried out outside the classroom;  supported by the conclusions of research  Tilling and
               6   follow up teaching outside the classroom by class-  Dillon (2007) looked for connections in the  impact
                  room teaching;                              of  different  forms  of  teacher  training  on  the  use



               |   16</code></pre>
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