Experiential Wilderness-Based Professional Development

Beliefs and Confidence of Participant Educators

Bibliographic Data

ID21634535
AuthorsW Hunter Holland (0000-0002-8557-1640, University of North Carolina at Wilmington College of Health and Human Services, Wilmington, USA), Robert B Powell (0000-0003-2775-2571, Clemson University, Parks, Recreation, and Tourism Management, Clemson, USA), Kathleen Krafte Holland (0000-0003-4478-3572, University of North Carolina Wilmington), Barry A Garst (0000-0002-4706-3477, Clemson University, Parks, Recreation, and Tourism Management, Clemson, USA), Elizabeth D Baldwin (0000-0003-0758-0880, Clemson University, Parks, Recreation, and Tourism Management, Clemson, USA), Cassie Quigley (0000-0002-9502-3736, Pittsburg State University), Cassie F Quigley (University of Pittsburg, School of Education, Pittsburgh, USA)
Year2022
Volume45
Issue2
Pages117-135
Publication date2022-06-01
Open AccessYes
TypeARTICLE
VenueJournal of Experiential Education (JOURNAL)
Journal identifiersISSN: 1053-8259 • E-ISSN: 2169-009X
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/10538259211045385
OpenAlexW4380291998
LanguageEN
Citations received2
References cited34

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

Experiential education · Experiential learning · Faculty Development · Medical education · Outdoor education · Pedagogy · Professional development · Recreation · Self-efficacy · Wilderness · Wilderness area · Diverse Educational Innovations Studies · Medicine · Outdoor and Experiential Education · Psychology · Social Psychology · Youth Development and Social Support

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