Context of the Camp

  • Chris J. North
Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 21)


Up to this point, I have focused on representations of practice, which allow pre-service teachers (PSTs) to see into the practice of teachers through transparent teaching, modelling and case studies. However, approximations of practice are yet more authentic because they allow PSTs to engage in practices that are closer to the work of a teacher (Grossman et al., 2009). These authors also argue that approximations of practice receive less emphasis in initial teacher education (ITE) compared to preparation for the clergy or clinical psychology. Therefore, it seems important for PSTs to experience approximations of practice in ITE because through such experiences, PSTs can begin to engage in the practices of OE teaching. Camps are among the most common ways to incorporate OE within the preparation of physical education teachers (Sutherland & Legge, 2016) and are signature pedagogies of OE (Thomas, 2015).


  1. Grossman, P. L., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100.Google Scholar
  2. Sutherland, S., & Legge, M. (2016). The possibilities of “doing” outdoor and/or adventure education in physical education/teacher education. Journal of Teaching in Physical Education, 35(4), 299–312.CrossRefGoogle Scholar
  3. Thomas, G. (2015). Signature pedagogies in outdoor education. Asia-Pacific Journal of Health, Sport & Physical Education, 6(2), 113–126. CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2020

Authors and Affiliations

  • Chris J. North
    • 1
  1. 1.University of CanterburyChristchurchNew Zealand

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