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 individ...

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Bibliographic Details
Published in:The Journal of experiential education 2022-06, Vol.45 (2), p.117-135
Main Authors: Holland, W. Hunter, Powell, Robert B., Holland, Kathleen K., Garst, Barry A., Baldwin, Elizabeth D., Quigley, Cassie F.
Format: Article
Language:English
Subjects:
Adventure Education
Beliefs
Classrooms
Continuing education
Elementary School Teachers
Experiential Learning
Faculty Development
High School Teachers
Integrated Activities
Learning Activities
Middle School Teachers
Outdoor education
Professional development
Program Effectiveness
Research Needs
Self Efficacy
Teacher Attitudes
Teachers
Teaching
Teaching Methods
Wilderness areas
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Summary: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.
ISSN:1053-8259
2169-009X
DOI:10.1177/10538259211045385