Peer-reviewed research2017–2026 update
Teaching and learning outdoor adventure activities within initial teacher education
English pre-service teachers had few school placement opportunities to practise teaching outdoor adventurous activities, with reliance on residentials and external providers. Generalists lacked preparation.
What's new
Outdoor adventurous activities (OAA) are compulsory in English Physical Education, yet little is known about whether initial teacher education prepares teachers for them. This case study drew on Occupational Socialisation Theory. It interviewed 13 pre-service teachers on a postgraduate course (five generalists, eight PE specialists) and two university staff, focusing on school placements. Opportunities in schools to practise PE and OAA were limited, and there was reliance on residentials and external providers. PE specialists were confident despite limited knowledge, while generalists lacked preparation.
Why it matters in Aotearoa
Outdoor education is a key area of learning in the New Zealand HPE curriculum. Aotearoa may face similar questions about how well new teachers are prepared and how much schools depend on outside providers.
Putting it into practice
Schools hosting student teachers can deliberately include them in planning and teaching outdoor activities, including on camps. That way they gain experience beyond watching external providers.
How strong is the evidence
This is a small qualitative case study from one English postgraduate course. It reflects participants' perceptions.
What to read
The findings on school placements and reliance on external providers.