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Data were gathered with two college student groups (N=36, ages 16–19), five staff, and one author. Hermeneutic phenomenology identified six repeated pedagogical themes: exploration, modelling, explicit instruction, incidental learning, crisis management, and intent.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/six-modes-of-giving-pedagogy-for-engagement-and-wellbeing-for-teachers-and-students-article-1/594122/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/six-modes-of-giving-pedagogy-for-engagement-and-wellbeing-for-teachers-and-students-article-1/594122.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main aim of the study described in the abstract?","Question",{"text":112,"@type":113},"To explore how an explicit understanding and implementation of wellbeing research about cultivating generous behaviour could be experienced by staff and students and articulated as an educational framework (pedagogy).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and who participated?",{"text":117,"@type":113},"The study took place across two outdoor education trips to the Great Barrier Reef, involving two groups of college students (N=36, 16–19 years), five staff, and one author (TWN).",{"name":119,"@type":110,"acceptedAnswer":120},"What are the six repeated pedagogical themes identified?",{"text":121,"@type":113},"The themes are: exploration, modelling, explicit instruction, incidental learning, crisis management, and intent.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594122,1792619216,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 48  Issue 2 | Article 1 |\n| --- | --- |\n| 2023\u003Cbr>Six Modes of Giving Pedagogy for Engagement and Wellbeing – for Teachers and Students\u003Cbr>Thomas W. Nielsen\u003Cbr>University of Canberra, Australia\u003Cbr>Jennifer S. Ma\u003Cbr>University of Canberra, Australia\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Mental and Social Health Commons, Outdoor Education Commons, Psychology Commons, Social and Philosophical Foundations of Education Commons, and the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nNielsen, Thomas W. and Ma, Jennifer S. (2023) \"Six Modes of Giving Pedagogy for Engagement and Wellbeing – for Teachers and Students,\" Australian Journal of Teacher Education: Vol. 48 : Iss. 2 , Article 1.  \nDOI: [https://doi.org/10.14221/1835-517X.5182](https://doi.org/10.14221/1835-517X.5182)  \nAvailable at: [https://ro.ecu.edu.au/ajte/vol48/iss2/1](https://ro.ecu.edu.au/ajte/vol48/iss2/1)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol48/iss2/1](https://ro.ecu.edu.au/ajte/vol48/iss2/1)  \nSix Modes of Giving Pedagogy for Engagement and Wellbeing—for  \nTeachers and Students  \nThomas W. Nielsen  \nUniversity of Canberra  \nJennifer S. Ma  \nThe Australian National University and University of Canberra  \nAbstract: The present study took place across two outdoor education trips to the Great Barrier Reef with two groups of college students (N = 36; 16-19years), five staff, and one of the authors (TWN). The aim was to explore how an explicit understanding and implementation of the wellbeing research around cultivating generous behaviour for  \nmeaningful happiness could be ‘experienced’ by staff and students  \nand articulated as an educational framework, or ‘pedagogy’.  \nHermeneutic phenomenology was used to record and interpret  \npedagogical transactions of giving. Six repeated themes were identified: (1) exploration,(2) modelling,(3) explicit instruction,(4) incidental learning,(5) crisis management, and (6) intent. Discussed as instrumental for promoting eudaimonic happiness (‘meaningful living’), these categories may assist educators by providing a broader spectrum of teaching pedagogies with which to not only improve engagement and wellbeing in young people, but also improve their own sense ofprofessional satisfaction and wellbeing.  \nKeywords: giving; pedagogy; teacher education; student; engagement; wellbeing  \nIntroduction  \nThe group of students and staff going on the Lady Musgrave Island expedition are all gathered in one of the well-worn outdoor education classrooms of the school. Peter, the expedition leader, is in the middle of explaining what to pack for the trip, when Jack, a muscular student in a sleeveless shirt, receives a call on his mobile telephone. He stands up from his chair, and, in the middle of the lesson, swears heavily as he accidently cuts off the call. With the whole class staring at him, he re-dials and starts chatting with his friend, while leisurely walking out of the classroom. Peter does not look amused. But he chooses not to say anything. Instead, after Jack has left, he continues calmly from where he left off. And I have been reminded, Ifeel, of the general challenge these days of engaging young people and taking them ‘with you,’ let alone into the wilderness where safety and authority are paramount.  \nAs most educators will testify to, it is not easy to engage young people in formal learning (e.g., Goss et al., 2017 ; Pedler et al., 2020). We live in a fast-paced world marked by a ‘Fourth Industrial Revolution’ that continues to disrupt and transform entire global systems and the way we ‘live, work, and relate to one another’ through the rapid deve","cbCainCK7fuWo9uy","https://ap.wps.com/l/cbCainCK7fuWo9uy","pdf",370202,"English","# Introduction\n## Study context and motivation\n## The outdoor education setting and engagement challenges\n## Mobile technology, wellbeing, and learning disruptions","[{\"question\":\"What is the main aim of the study described in the abstract?\",\"answer\":\"To explore how an explicit understanding and implementation of wellbeing research about cultivating generous behaviour could be experienced by staff and students and articulated as an educational framework (pedagogy).\"},{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"The study took place across two outdoor education trips to the Great Barrier Reef, involving two groups of college students (N=36, 16–19 years), five staff, and one author (TWN).\"},{\"question\":\"What are the six repeated pedagogical themes identified?\",\"answer\":\"The themes are: exploration, modelling, explicit instruction, incidental learning, crisis management, and intent.\"}]","Six Modes of Giving Pedagogy for Engagement and Wellbeing - for Teachers and Students - Article 1 | PDF",1792078576]