Pedagogical content knowledge and the teaching of outdoor education

This theoretical paper examines the concept of pedagogical content knowledge (PCK) and explores how it might contribute to conversations around quality teaching and learning in outdoor education. This paper begins by summarizing the historical and contemporary literature, including issues of definit...

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Bibliographic Details
Published in:Journal of adventure education and outdoor learning 2018-10, Vol.18 (4), p.303-322
Main Authors: Dyment, Janet E., Chick, Helen L., Walker, Christopher T., Macqueen, Thomas P. N.
Format: Article
Language:English
Subjects:
Definitions
Educational History
Educational Quality
Foreign Countries
Guidelines
Learning Experience
Mathematics Instruction
Outdoor Education
Pedagogical Content Knowledge
Pedagogical content knowledge (PCK)
Secondary School Teachers
Teacher Education
teacher knowledge
Teaching Methods
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Summary:This theoretical paper examines the concept of pedagogical content knowledge (PCK) and explores how it might contribute to conversations around quality teaching and learning in outdoor education. This paper begins by summarizing the historical and contemporary literature, including issues of definitions, curriculum, content, and pedagogy in outdoor education. We then review the concept of PCK, its history, and contributions to other subject areas, including mathematics. We present a framework for PCK from the field of mathematics education and propose a 'modified' PCK framework for outdoor education. We postulate that this framework might help articulate knowledge areas needed by a teacher of outdoor education, and how these differ from and are similar to those required in other subject areas. We conclude by exploring how the idea of PCK and the modified framework might add to existing understandings of what it means to provide high quality outdoor education teaching and learning experiences.
ISSN:1472-9679
1754-0402
DOI:10.1080/14729679.2018.1451756