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.

Item Type:	Refereed Article
Keywords:	outdoor education, pedagogical content knowledge, teacher knowledge, teacher education
Research Division:	Education
Research Group:	Specialist Studies in Education
Research Field:	Teacher Education and Professional Development of Educators
Objective Division:	Education and Training
Objective Group:	Teaching and Instruction
Objective Field:	Pedagogy
UTAS Author:	Dyment, JE (Associate Professor Janet Dyment)
UTAS Author:	Chick, HL (Associate Professor Helen Chick)
UTAS Author:	Walker, CT (Mr Chris Walker)
UTAS Author:	Macqueen, TPN (Mr Thomas Macqueen)
ID Code:	125982
Year Published:	2018
Deposited By:	Education
Deposited On:	2018-05-17
Last Modified:	2019-08-28
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