Expanding institutionalized learning spaces in/for science teacher education: the case of a community garden in Ottawa

Urban Farm DB summary

This experience report describes the adoption of place-based pedagogy in a community garden in Ottawa, Canada, to create a science learning space within a teacher education program. Based on field trips with student teachers over the last five years, it argues that non-institutionalized outdoor urban spaces can offer valuable opportunities to enrich science student teachers' experiences in their training programs.