Preparing facilitators for experiential education: The role of intentionality and intuition

Thomas, Glyn (2008) Preparing facilitators for experiential education: The role of intentionality and intuition. Journal of Adventure Education and Outdoor Learning, 8 1: 3-20. doi:10.1080/14729670701573835


Author Thomas, Glyn
Title Preparing facilitators for experiential education: The role of intentionality and intuition
Journal name Journal of Adventure Education and Outdoor Learning   Check publisher's open access policy
ISSN 1472-9679
1754-0402
Publication date 2008-06
Sub-type Article (original research)
DOI 10.1080/14729670701573835
Volume 8
Issue 1
Start page 3
End page 20
Total pages 18
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Abstract A facilitator is considered to act intentionally when they are deliberate about what they are doing and can provide rationales for their actions. The same facilitator is said to practice intuitively when they are not able to articulate a clear rationale for their actions, yet they are still able to facilitate effectively. A review of the facilitation literature and the experiential education literature demonstrates the importance of both intentionality and intuitive processes when facilitating. However, rather than presenting these important aspects of facilitation dichotomously, this paper describes the need for both of them to be present in facilitator education, albeit in tension with each other. The findings of a naturalistic inquiry into the theories and practices of seven facilitator educators are presented. Data were collected through semi-structured interviews and participant observation with the facilitator educators, and qualitative surveys with a sample of their course graduates. The study confirmed the importance of an emphasis on both intentionality and intuition in the preparation of facilitators for experiential education.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: Institute for Teaching and Learning Innovation Publications
 
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Created: Tue, 17 May 2011, 20:24:56 EST by Dr Glyn Thomas on behalf of Teaching & Educational Development Institute