Narratives of teaching in outdoor and environmental education: what can we learn from a case study of outdoor education pedagogy?

Neus (Snowy) Evans*, Renae Acton

*Corresponding author for this work

Research output: Contribution to journalJournal articleResearchpeer-review


This paper draws on data collected during an outdoor education camp in regional Australia, where the researchers observed the teaching practice of a veteran outdoor educator. We first situate the study in a summary of the outdoor education literature and policy that informed our research. We then present the observed teaching strategies, detailing narratives of role-based learning and a yarning circle. These demonstrate the educator’s intentional enactment of a range of teaching and learning strategies that span across the behaviourist – constructivist – socio-constructivist spectrum to facilitate learning. Discussion then focuses on two distinguishing features of the educator’s pedagogic practice: nurturing expanded understandings of self through place-responsive teaching and pedagogic agility. In exploring the practice of an experienced outdoor educator, this research provides insight into the intentional use of a suite of specific teaching and learning strategies, which extends and enhances the current field.
Original languageEnglish
JournalJournal of Adventure Education and Outdoor Learning
Issue number3
Pages (from-to)214-227
Number of pages14
Publication statusPublished - 2022


  • Teaching strategies
  • outdoor education
  • pedagogic agility
  • pedagogical knowledge
  • pedagogical practice
  • pedagogical strategies

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