ABSTRACT
This chapter aims to illuminate how outdoor education (OE) and its equivalents – for example, adventure education, environmental education and Scandinavian friluftsliv – are expressed in the literature about teacher education, particularly physical education teacher education (PETE). Some research in general teacher education has proven that educational content and methods have limited impact on students' future teaching compared to their personal experiences. Education of teachers in the 'outdoors' occurs in different educational contexts. There are opportunities to become a certified OE teacher. The position of environmental education within OE, mainly to be found in general teacher education, can be seen to counterbalance the focus on the meaning of skills within OE in PETE. Several scholars have devoted attention to how power operates in and through OE in teacher education. Analysing OE teacher educators' value preferences, he suggests practical skills, traditional OE activities and an exclusive conception of nature constitute symbolic capital within this field.
