ABSTRACT

This research is an autoethnographic account of teaching and learning during outdoor education experiences in Physical Education Teacher Education (PETE). Through the process of writing as a method of inquiry, I use a framework of outdoor experiences that went wrong, to identify the symbiotic relationship between teaching and learning in outdoor contexts. By making some experiences visible, through autoethnographic portrayal, I wanted to make sense of risk and errors by focusing on the educational opportunities of the outdoor setting, and the teaching and learning that occurs but might otherwise remain hidden. Accessing teachers knowledge of teaching is crucial to enhancing student learning in meaningful ways. The narrative integrates theory related to learning, teaching, and teaching practice through outdoor education. Knowledge and perspectives from this inquiry aim to provide understandings of pedagogical reasoning, underpinning educational thinking, and vulnerability as a professional in outdoor education.

摘要

这项研究是对体育教师教育 (PETE) 中户外教育经历中教学和学习的自民族志描述。通过将写作作为一种探究方法的过程，我使用了一个错误的户外体验框架来确定户外环境中教与学之间的共生关系。通过自我民族志的描绘，让一些经历变得可见，我想通过关注户外环境的教育机会以及发生但可能隐藏起来的教学和学习来理解风险和错误。获取教师的教学知识对于以有意义的方式加强学生的学习至关重要。叙事通过户外教育整合了与学习、教学和教学实践相关的理论。