LEARNING TO TEACH ADVENTURE EDUCATION: PRE-SERVICE TEACHERS’ PERSPECTIVES AND EXPERIENCES

Feiman-Nemser (2008) noted the importance of teacher education on the development of teachers, and “how teachers acquire, generate and learn to use knowledge in teaching” (p. 698). The purpose of this investigation was to examine aspects of adventure education for which pre-service teachers’ (PTs) planned, and subsequently taught during a teaching practice (TP) placement. We also sought to gain an understanding of the challenges these PTs faced when teaching this content as part of a physical education curriculum. Data were collected through schemes of work (SoW) and lesson plans (LPs), researcher field notes, a focus group interview, and post lesson discussion. Analysis of data sources revealed little alignment between what PTs planned and what they taught. Attempts were made to incorporate debriefing into lessons but no adventure principles were integrated (Full Value Contract (FVC), Experiential Learning Cycle (ELC) or Challenge with/by Choice (CbC). Challenges that impacted the delivery of lessons included lack of resources and facilities, and perceived student resistance. Findings suggested PTs misunderstood the adventure principles and struggled with adapting and applying knowledge during teaching practice. PTs often focussed on ‘filling time’ as opposed to teaching toward student learning. Further study is needed to examine how teacher education is delivered and what adventure experiences PTs enter teacher education with, to understand why and what PTs plan for and teach and what influences their decisions.