The influence of experiential wilderness-based professional-development on educator character and practices

Continuing education programs for educators are designed to advance educators’ teaching practices and ultimately advance students’ academic success. However, many non-traditional wilderness-based programs lack evidence of proven efficacy. Experiential wilderness-based programs are believed to enhance participants’ character traits through challenging recreational activities and experiential teaching methods. A mixed survey methodology examined the influence of an experiential wilderness-based training on K-12 school educator participants and used Kirkpatrick’s (1959, 1976) taxonomy framework to organize findings into three categories: satisfaction, learning, and behaviors. The results suggest participants were highly satisfied with the program, developed positive character traits, advanced in professional development, and integrated experiential teaching methods in their schools. The results support promoting wilderness-based professional development activities for school educators to improve student outcomes.