基于体验荒野的专业发展:参与式教育者的信念与信心

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
W. Holland, R. B. Powell, K. K. Holland, B. Garst, Elizabeth D. Baldwin, Cassie F. Quigley
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引用次数: 1

摘要

背景:教师继续教育项目旨在提高参与者及其学生的成果。体验式野外项目提供户外娱乐活动和体验式教学活动。需要进行研究,以揭示它们如何影响个人行为。目的:本研究旨在探讨以荒野为基础的课程是否会影响个人在课堂上使用体验式教学方法的信念和信心。方法/方法:对参加2017-2018年北卡罗来纳州拓展训练教育计划(NCOBEI)的教育工作者进行了一项前、后和后续的封闭式调查。此外,对校友进行了回顾性随访调查(2007-2016年)。研究人员分析了参与者的反应,以确定他们如何在课堂上整合学习。发现/结论:参与积极影响了教育者的信念、信心和在课堂上立即实施体验技术的意图,尽管好处随着时间的推移而减少。教育工作者的信念和信心是在课堂上使用体验式学习的糟糕预测因素。启示:以体验荒野为基础的专业发展(PD)有可能积极地建立信心和技能,以便在课堂上使用。PD和未来的研究应该解决如何在个人和机构层面延续基于荒野的持续PD计划的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Experiential Wilderness-Based Professional Development: Beliefs and Confidence of Participant Educators
Background: Continuing education programs for teachers seek to enhance outcomes for participants and their students. Experiential wilderness-based programs offer outdoor-recreational activities and experiential teaching initiatives. Research needs to be conducted to reveal how they influence individual behaviors. Purpose: This research investigated whether a wilderness-based program influenced individual beliefs and confidence in using experiential teaching methods within a classroom. Methodology/Approach: A pre-, post-, and follow-up closed survey was administered to educators who had participated in the North Carolina Outward Bound Educators Initiative (NCOBEI) 2017–2018. Furthermore, retrospective follow-up surveys were administered to alumni (years 2007–2016). Responses were analyzed to determine how participants integrated learning within the classroom. Findings/Conclusions: Participation positively influenced educators’ beliefs, confidence, and intentions to implement experiential techniques within the classroom immediately following the experience, although the benefits diminished over time. Educator beliefs and confidence were poor predictors of using experiential learning in the classroom. Implications: Experiential wilderness-based professional development (PD) has the potential to positively build confidence and skills for use in the classroom. PD and future research should address how to perpetuate the influence of wilderness-based continuing PD programs at the individual and institutional levels.
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来源期刊
Journal of Experiential Education
Journal of Experiential Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
20.00%
发文量
26
期刊介绍: The Journal of Experiential Education (JEE) is an international, peer-reviewed journal publishing refereed articles on experiential education in diverse contexts. The JEE provides a forum for the empirical and theoretical study of issues concerning experiential learning, program management and policies, educational, developmental, and health outcomes, teaching and facilitation, and research methodology. The JEE is a publication of the Association for Experiential Education. The Journal welcomes submissions from established and emerging scholars writing about experiential education in the context of outdoor adventure programming, service learning, environmental education, classroom instruction, mental and behavioral health, organizational settings, the creative arts, international travel, community programs, or others.
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