Peer-reviewed research2017–2026 update
Experiential Wilderness-Based Professional Development: Beliefs and Confidence of Participant Educators
Wilderness-based professional development boosted teachers' confidence and plans to use experiential methods, but the effect faded over time and confidence did not predict classroom use well.
What's new
Educators in the North Carolina Outward Bound Educators Initiative (2017–2018) completed closed surveys before, straight after and some time after the programme. Alumni from 2007–2016 completed retrospective follow-up surveys. Taking part improved educators' beliefs, confidence and intentions to use experiential techniques straight after the programme, but these benefits faded over time. Beliefs and confidence did not predict well whether educators actually used experiential learning in the classroom.
Why it matters in Aotearoa
Schools invest in outdoor professional learning to build staff capability. This study suggests that one-off experiences need follow-up at both individual and school level to have a lasting effect.
Putting it into practice
After staff attend outdoor professional learning, plan follow-up such as peer observation or scheduled planning time to help them keep using experiential methods in class.
How strong is the evidence
This survey-based study of one programme relied on self-report. The abstract does not give sample sizes, and alumni data were retrospective.
What to read
The findings on the fading benefits and the weak link between confidence and classroom use.