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Adventure-based Learning and Reflection: The Journey of One Cohort of Teacher Candidates
Sue Sutherland,James Ressler,Paul T. Stuhr 한국체육학회 2011 International journal of human movement science Vol.5 No.2
Adventure-based learning (ABL) consists of a deliberate sequence of activities that foster the personal and social development of participants (Cosgriff, 2000). Participation in ABL programs help to foster an increased level of self-awareness which can then be applied to other areas of the participant’s life. The mechanism to help participants to reflect on the learning that has occurred in an ABL program is called the debrief, and it is one of the most important aspects of ABL. The purpose of this study was to explore, through the lens of experiential learning (Jarvis, 2004), how teacher candidates (TCs) in one Physical Education Teacher Education program learned to incorporate a meaningful debrief (reflection) in a five day ABL unit. An interpretive qualitative research design utilizing a case study approach was employed to explore the experiences of TCs learning to incorporate a meaningful debrief during an ABL unit. Data were collected through three different sources: observations, interviews, daily reflections (called critical friends). Data were analyzed using line by line coding (Strauss & Corbin, 1998) and constant comparison (Patton, 2002) resulting in two themes: Technical vs practical understanding and learning to guide not teach. The TCs in this study demonstrated that the primary experience of both participating in and teaching an ABL unit resulted in reflective cognitive learning (Jarvis, 2004) that further developed their biographies related to incorporating a meaningful debrief in their lessons.
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