Background: This study examines the role of a weeklong experiential residency program on teachers’ beliefs about self and practice. Purpose: The goal of two separate intensive experiences was to help teachers generate new insight about the place of students, the teacher, and the school that extended beyond a surface-level understanding of experiential education. Methodology/Approach: Through a qualitative approach, the research team used field notes, course documents, participant reflections, researcher journals, and follow-up interviews to analyze the impact of participants’ immersion in either of the experiential outdoor residencies. Findings/Conclusions: The unpredictable nature of the physical and social environment of the experiential week helped teachers to see the central role of community in the learning process. Furthermore, teacher responses to the experience defied simple categorization along a prior theoretical construct. Teachers indicated a growing confidence in their ability to seek out and overcome challenges across multiple domains. Implications: These teachers were challenged to integrate multiple social and emotional aspects of self into their learning, while envisioning the same for their own students. Their experiences and reflections support an expanded role for immersive experiences outside of the traditional classroom in teacher education.

中文翻译：

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作为教师教育工具的破坏性体验：发掘体验式教育的潜力

背景：本研究考察了为期一周的体验式驻留计划对教师对自我和实践的信念的作用。目的：两个独立的强化体验的目标是帮助教师对学生、教师和学校的位置产生新的见解，超越对体验式教育的表面理解。方法/方法：通过定性方法，研究团队使用现场笔记、课程文件、参与者反思、研究人员期刊和后续访谈来分析参与者沉浸在任一体验式户外居住地的影响。结果/结论：体验周的物理和社会环境的不可预测性帮助教师看到社区在学习过程中的核心作用。此外，教师对经验的反应违反了先前理论结构的简单分类。教师们对他们在多个领域寻找和克服挑战的能力越来越有信心。启示：这些教师面临的挑战是将自我的多个社会和情感方面整合到他们的学习中，同时为自己的学生设想同样的情况。他们的经历和反思支持在教师教育中传统课堂之外的沉浸式体验发挥更大的作用。这些教师面临的挑战是将自我的多个社会和情感方面整合到他们的学习中，同时为自己的学生设想同样的情况。他们的经历和反思支持在教师教育中传统课堂之外的沉浸式体验发挥更大的作用。这些教师面临的挑战是将自我的多个社会和情感方面整合到他们的学习中，同时为自己的学生设想同样的情况。他们的经历和反思支持在教师教育中传统课堂之外的沉浸式体验发挥更大的作用。