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dc.contributor.authorHickman, Mark*
dc.contributor.authorStokes, Peter*
dc.date.accessioned2016-04-08T15:51:08Z
dc.date.available2016-04-08T15:51:08Z
dc.date.issued2016-02-18
dc.identifier.citationHickman, M. & Stokes, P. (2016). Sights and insights: Vocational outdoor students’ learning. Journal of Outdoor and Environmental Education, 19(1), pp22-32.
dc.identifier.doi10.1007/BF03400984
dc.identifier.urihttp://hdl.handle.net/10034/604857
dc.description.abstractOutdoor leader and adventure sport education in the United Kingdom has been characterized by an over-emphasis on technical skills at the expense of equally important, but often marginalized intra- and inter-personal skills necessary for contemporary outdoor employment. This study examined the lived experience of vocational outdoor students in order, firstly, to identify what was learned about the workplace through using reflective practice and, secondly, what was learned about reflective practice through this experience. The study used a purposive sample of students (n=15) who were invited to maintain reflective journals during summer work experience, and this was followed up with semi-structured interviews. Manual Interpretative Phenomenological Analysis (IPA) revealed that in the workplace setting students used reflective practice to understand and develop technical proficiency, support awareness of the value of theory, and acted as a platform to express emergent concepts of ‘professionalism’. Lessons about reflective practice emphasized its value in social settings, acknowledging different ways of reflection, and understanding and managing professional life beyond graduation.
dc.language.isoenen
dc.publisherOutdoor Council of Australia
dc.relation.urlhttp://outdooreducationaustralia.org.au/joee/
dc.subjectLearning
dc.subjectReflective practice
dc.subjectWorkplace
dc.titleSights and insights: Vocational outdoor students’ learning
dc.typeArticle
dc.identifier.eissn1324-1486
dc.contributor.departmentUniversity of Central Lancashire; University of Chesteren
dc.identifier.journalJournal of Outdoor and Environmental Educationen
dc.internal.reviewer-notehttp://www.sherpa.ac.uk/romeo/issn/1324-1486/ wait for published version from site 01/03/16 SMen
dc.date.accepted2016-03-02
or.grant.openaccessYesen
rioxxterms.funderxxen
rioxxterms.identifier.projectxxen
rioxxterms.versionVoRen
rioxxterms.versionofrecordhttps://doi.org/10.1007/BF03400984
rioxxterms.licenseref.startdatenullen
html.description.abstractOutdoor leader and adventure sport education in the United Kingdom has been characterized by an over-emphasis on technical skills at the expense of equally important, but often marginalized intra- and inter-personal skills necessary for contemporary outdoor employment. This study examined the lived experience of vocational outdoor students in order, firstly, to identify what was learned about the workplace through using reflective practice and, secondly, what was learned about reflective practice through this experience. The study used a purposive sample of students (n=15) who were invited to maintain reflective journals during summer work experience, and this was followed up with semi-structured interviews. Manual Interpretative Phenomenological Analysis (IPA) revealed that in the workplace setting students used reflective practice to understand and develop technical proficiency, support awareness of the value of theory, and acted as a platform to express emergent concepts of ‘professionalism’. Lessons about reflective practice emphasized its value in social settings, acknowledging different ways of reflection, and understanding and managing professional life beyond graduation.


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