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Influence of adventure education instructor education on the perspectives and practices of preservice adventure educators

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Abstract

The research described in this paper built on the embryonic work on the occupational socialization of adventure educators (AEs). Its purpose was to determine the influence of one adventure education instructor education (AEIE) program on the perspectives and practices of preservice AEs (PAEs). Fifteen PAEs and their instructor were participants. Data were collected with six qualitative techniques and analyzed by employing analytic induction and constant comparison. Results revealed that PAEs entered the AEIE program with one of three broad orientations to their subject matter: a leisure orientation, an outdoor pursuits orientation, and an unsophisticated adventure orientation. In addition, they revealed how these orientations were shaped by the differing acculturation the PAEs experienced. The study’s findings also suggested that well-taught AEIE had helped those PAEs near to completing the program acquire a relatively sophisticated adventure orientation regardless of the orientations with which they commenced their training. Keys to the success of the AEIE program were the blend of personal and pedagogical skill displayed by the instructor and the nature and sequencing of the coursework in which the PAEs engaged.

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Authors and Affiliations

  1. Department of Kinesiology, The University of Alabama, Box 870312, Tuscaloosa, AL, 35487-0312, USA

    Matthew M. Maurer & Matthew D. Curtner-Smith

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  1. Matthew M. Maurer
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  2. Matthew D. Curtner-Smith
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Correspondence to Matthew D. Curtner-Smith.

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Maurer, M.M., Curtner-Smith, M.D. Influence of adventure education instructor education on the perspectives and practices of preservice adventure educators. Journal of Outdoor and Environmental Education 22, 127–143 (2019). https://doi.org/10.1007/s42322-019-00034-6

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