ABSTRACT
This chapter aims to illuminate how outdoor education (OE) and its equivalents – for example, adventure education, environmental education and Scandinavian friluftsliv – are expressed in the literature about teacher education, particularly physical education teacher education (PETE). The intention is also to point to some educational challenges for OE in teacher education. There is a significant amount of literature on outdoor leadership and outdoor learning in higher education (see e.g. Ogilvie, 1993; Miles & Priest, 1999; Priest & Gass, 2005) but in order to identify the work on OE that specifically concerns the preparation of teachers, I have used the keywords ‘outdoor education’, ‘adventure education’, ‘physical education teacher education’ and ‘teacher education’ in different combinations when searching through the database EBSCO. The work on OE in teacher education found through this search has revealed historical shifts and dominating as well as marginalised educational discourses. Some of the literature is somewhat outdated, which can be seen as a sign of a need for more attention to be paid to this field. Although not claiming to be a complete worldwide review, this chapter is a contribution to the discussion of OE in teacher education.
