The Experiences of Selected Teachers in Implementing Place-Based Education.


  • Dianne Miller University of Saskatchewan
  • Sampson Twum University of saskatchewan



K-12, education


This study explores the experiences of selected teachers undertaking place-based education (PBE) in a prairie region, the challenges they encounter, and their understanding of the knowledge and skills required to implement PBE. PBE is defined and described. Five individual teachers and one teaching team of two who practice PBE are interviewed. The findings are reported thematically and implications for teacher education are discussed. The varied practice of these teachers is instructive for educators interested in holistic, inquiry-based methodologies rooted in local settings and points to directions for teacher education programs to take in implementation.

Keywords: Place-based education; outdoor learning; community engagement; experiential learning; curriculum outcomes; assessment; teacher education; deschooling

Author Biographies

Dianne Miller, University of Saskatchewan

Dianne Miller is Professor of Educational Foundations, College of Education, University of Saskatchewan.  She publishes in the areas of women and education and the history of teaching.  In the pre-service program she teaches a core course entitled “Pedagogies of Place” and is interested in developing place-consciousness and place-based learning in teacher education programs to assist teachers in building meaningful learning experiences for  K-12 students.  Place-based learning has enormous potential to engage students in schooling and to revitalize rural communities, the subject of current research. 

Sampson Twum, University of saskatchewan

Sampson Twum is a graduate student in the department of Educational foundations, College of Education, university of Saskatchewan. His research area is in pedagogy of place, and childhood theories. His interest is in developing place-based learning in teacher education programs.