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Moving beyond methodising theory in preparing for the profession
University of Borås, Faculty of Librarianship, Information, Education and IT. (HUPP)ORCID iD: 0000-0002-8945-2235
2019 (English)In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402Article in journal (Refereed) Published
Abstract [en]

For those preparing for outdoor education and related professions, formal theory has an important role to play in terms of informing professional practice and understandings of teaching-learning dynamics. Despite this, surprisingly little is understood about how pre-service outdoor educators (POEs) view and engage with it in their preparation courses. Drawing on findings of a case study in an Australian outdoor education teacher education (OETE) course, this article explores POE theory engagement focussing on a problematic tendency to methodise formal theory, that is, to treat theories as formula for action. The authors argue that this tendency is concerning because it ignores the complexity and problematic nature of both theory-practice relationships and outdoor education pedagogy. The discussion highlights contributing factors and implications for OETE, especially with respect to enabling aspiring outdoor educators in tertiary courses to move beyond methodising theory as they enter the outdoor profession.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019.
Keywords [en]
outdoor education, theory-practice relationships, teacher education, praxis, preservice teachers
National Category
Educational Sciences Pedagogical Work
Research subject
Teacher Education and Education Work; Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-21972DOI: 10.1080/14729679.2019.1686039Scopus ID: 2-s2.0-85074823819OAI: oai:DiVA.org:hb-21972DiVA, id: diva2:1371456
Available from: 2019-11-20 Created: 2019-11-20 Last updated: 2020-01-29Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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