Influence of Occupational Socialization on the Practices and Perspectives of Two Inexperienced Adventure Educators

Autor/inn/en	Zmudy, Mark H.; Curtner-Smith, Matthew D.; Steffen, Jeff
Titel	Influence of Occupational Socialization on the Practices and Perspectives of Two Inexperienced Adventure Educators
Quelle	In: Journal of Adventure Education and Outdoor Learning, 9 (2009) 2, S.115-134 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
Schlagwörter	Classroom Techniques; Adventure Education; Socialization; Qualitative Research; Summer Programs; Children; Adolescents; Teaching Methods; Physical Education; Safety; Professional Development; Behavior Problems; Teacher Attitudes + Suchen Sie Ihr Suchwort? Klassenführung; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Socialisation; Sozialisation; Qualitative Forschung; Sommerkurs; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teaching method; Lehrmethode; Unterrichtsmethode; Körpererziehung; Sportunterricht; Sicherheit; Lehrerverhalten
Abstract	A relatively small number of researchers have found it interesting and useful to examine why and how persons choose to be and become adventure educators (AEs) and why they teach as they do. The implications of this knowledge are: (1) gaining insight into novice AEs' perceptions of what is required to provide in-depth and high quality instruction in adventure education; and hence, (2) the impact on the structure of AE training. The purpose of this study was to examine the influence of occupational socialization on two AEs with less than five years' experience. Data were collected using a variety of qualitative techniques while the AEs worked at two, week-long summer camps for elementary and middle school-aged children. They were analysed using standard interpretive methods. Results indicated that both AEs' acculturation led to them entering formal training without having had any structured teaching of adventure content modelled for them, suggesting, as has been found in physical education under similar circumstances, a "play only" perception of the professional field of adventure education with class management and safety, rather than instruction, being the top priorities. Their professional socialization, however, led to real and deep growth and development in their pedagogies. The AEs' organizational socialization, unfortunately served to partially wash out these gains. Key socializing agents at the various stages of the AEs' development are identified and discussed as are practical implications for AE education. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10