教师教育是否应该包含基于自然的承诺？

Teacher education increasingly recognises that meaningful outdoor learning depends on teachers’ own relationships with nature, yet many enter the profession with limited confidence or formative outdoor experience. Research shows that children’s nature engagement and conservation sensibilities are shaped by the dispositions of the adults who teach them, signalling the need for programmes that nurture teachers’ ecological familiarity, interpretive skill and place-based confidence. However, structural barriers inhibit sustained practice, producing inequitable provision across schools. Teachers ex