ABSTRACT 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.

中文翻译：

---

在为职业做准备时超越方法论

摘要对于那些准备户外教育和相关专业的人来说，形式理论在告知专业实践和对教学动态的理解方面可以发挥重要作用。尽管如此，令人惊讶的是，关于职前户外教育者 (POE) 如何看待和参与他们的准备课程的了解却很少。本文借鉴澳大利亚户外教育教师教育 (OETE) 课程中案例研究的结果，探讨了 POE 理论参与，重点关注将形式理论方法化的问题倾向，即将理论视为行动公式。作者认为，这种趋势令人担忧，因为它忽略了理论-实践关系和户外教育教学法的复杂性和问题性质。