ABSTRACT
Outdoor and sustainability education practices are often complex, collaborative and contingent on conditions in dynamic contexts. To capture these qualities in the analysis, research investigating teaching and learning in these circumstances calls for designs that are responsive to and able to account for uncertainty, emergence and collaborative interactions. In this chapter I discuss the design of a longitudinal case study investigating the professional development of pre-service outdoor education teachers in an interdisciplinary, team-based sustainability education project in an Australian school. I discuss the strengths and weaknesses of the methodology and of the ecosocial framework constructed to analyse the data.
