Teaching and learning outdoor adventure activities within initial teacher education

Abstract

English schools often adopt traditional Physical Education, which can limit pupil development, exclude less capable students, and lack real-life relevance. Outdoor Adventurous Activities (OAA) offer an alternative through experiential learning, collaboration, problem-solving, nature connection, and risk management. Since OAA is compulsory, teacher preparation is essential. However, little is known about whether initial teacher education (ITE) equips pre-service teachers (PSTs) with the required knowledge, skills, and confidence. This study, using Occupational Socialisation Theory, explored influences on PSTs’ learning and teaching of OAA during ITE, focusing on school placements. A case study included interviews with 13 PSTs (five Generalists, eight PE Specialists) on a postgraduate teacher education course and two university staff. Findings showed limited school opportunities to practice PE and OAA, reliance on residentials and external providers, PE specialists’ confidence despite limited knowledge, and generalists’ lack of preparation. The study informs teacher education, outsourcing research, and professional development in OAA.