Place as context, place as inquiry: A phenomenographic study of teachers’ conceptions of place-based education in the CZ-CREST program

In this qualitative study, we employed phenomenographic methodology to examine the complexity of teachers’ conceptions of place-based education (PBE) within the context of their participation in the Critical Zone Champlain Research Experience for Secondary Teachers (CZ-CREST) professional learning program. Semi-structured individual and focus group interviews were conducted with 10 teachers following their involvement in the program, using open-ended questions to explore how they understood and applied PBE principles in their teaching practice. Thematic analysis revealed variation in teachers’ interpretations of PBE and their motivations for engaging students in learning outdoors. Specifically, teachers tended to view place either as a context for delivering standards-based content or as an object of investigation where students explore the cultural, historical, and ecological dimensions of their local environments. These findings offer valuable insights for the design of pre-service and in-service teacher education programs, particularly in supporting educators to navigate the opportunities and challenges of implementing place-based approaches.