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Wilderness-Based Professional Development for Educators: Exploring Outcomes and Influential Programmatic Elements

W. Hunter Holland, Robert B. Powell, Kathleen K. Holland

Abstract


The personal and professional outcomes of experiential wilderness-based professional development programs for K-12 educators have not been adequately evaluated. This study used openended survey questions to identify a range of personal (i.e., self-awareness, new perspectives, self-confidence) and professional (i.e., changes in classroom practices, appreciation for educational practices, improved classroom culture) outcomes. Educators also identified the programmatic elements that were most influential to both personal and professional outcomes. Links between specific programming elements and each unique outcome are also discussed. Results from this study may be used to design experiential continuing professional development approaches for educators.

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Keywords


outward bound; educators; professional development; teacher training; wilderness

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DOI: https://doi.org/10.18666/JOREL-2020-V12-I4-10271

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