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Современные факторы развития детского активного туризма в школе
The article considers the importance of children’s active tourism for the health improvement and development of the child’s personality. The authors present the current state of the sector, research and pedagogical contexts in which active school tourism is developing. Russian and foreign studies describes the benefits of tourism activities for children’s health and for the development of flexible skills: communication skills, the ability to work in a team, the ability to resolve conflicts. The development of school tourism is also part of the state strategy, seeing in this type of activity an opportunity to strengthen patriotic educational work and extracurricular activities of educational organizations. According to official statistics, the coverage of school active tourism programs has been declining since 2017. The key problem is the discrepancy between the demands of the education system and the readiness of schools and teachers to implement activities related to active tourism of schoolchildren. The aim of the study is to identify and describe teacher’s strategies and barriers, as well as their possible impact on the development of children’s active tourism. The study is based on 247 semi-structured interviews of teachers in Moscow; 23.6% of whom have no tourism experience, the rest have individual experience of amateur or sports tourism. There were no requirements for work experience in the education system. During the analysis of the interview, pedagogical strategies were identified, which are characterized by the approach of teachers to recruiting school groups for a hike and the tactics of working with the group chosen in this regard: “spontaneous organization of the hike” and “using the hike as a pedagogical tool”, as well as barriers affecting the teacher’s decision to participate in organizing a hike with a children’s group these barriers can be roughly divided into “psychological” and “organizational”: fear for the children’s group, lack of understanding of the real possibilities of children and their parents, lack of tourism support at school and poor logistical support for the school and family. The results obtained allow us to speak of different levels of influence and overcoming of the identified barriers: at the teacher level, at the school level and at the level of the education system.