Beyond Learning by Doing: An Exploration of Critical Incidents in Outdoor Leadership Education

Autor/inn/en	Hickman, Mark; Stokes, Peter
Titel	Beyond Learning by Doing: An Exploration of Critical Incidents in Outdoor Leadership Education
Quelle	In: Journal of Adventure Education and Outdoor Learning, 16 (2016) 1, S.63-77 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2015.1051564
Schlagwörter	Outdoor Education; Leadership Training; Critical Incidents Method; Theory Practice Relationship; Undergraduate Students; Qualitative Research; Holistic Approach; Phenomenology; Program Descriptions; Foreign Countries; Reflection; Skill Development; Interpersonal Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Freiluftunterricht; Führungslehre; Theorie-Praxis-Beziehung; Qualitative Forschung; Holistischer Ansatz; Phenomenological psychology; Phänomenologie; Psychologie; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Großbritannien
Abstract	This paper argues that outdoor leader education and training is characterized by the development of procedural skills at the expense of crucial but usually ignored non-technical skills (e.g. contextualized decision-making and reflection). This risks producing practitioners with a potentially unsophisticated awareness of the holistic outdoor environment impeding the development of links between theory and practice. This paper analyses the application of critical incident theory to a study of undergraduates in a UK outdoor leadership degree programme in order to examine the processes of developing non-technical reflective skills in the students. The study examines a range of critical incidents in a purposive homogeneous sample of students who were asked to identify and reflect on critical incidents in practice settings of their own choice. These settings spanned from the United Kingdom to remote locations overseas. Qualitative data analysis was carried out using interpretative phenomenological analysis. The findings indicated that outdoor leadership programmes need to develop a broader and holistic skills base rather than concentrate on primarily physical and technical skills. A focus on the critical incident method early in education has the potential to equip practitioners with the holistic and complex set of skills required in the contemporary outdoor workplace. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01