Field-based professional development of teachers engaged in distance education: experiences from the Arctic

Abstract

We examine the experiences of five teachers who traveled with a team of educators, scientists, and explorers on circumpolar Arctic expeditions to deliver adventure learning (AL) programs to K–12 students at a distance. Results highlight the personal and professional impacts this opportunity had on teachers, including their empowering, fulfilling, and mentally exhausting experiences while assisting in delivering distance education to students worldwide. The article concludes with a discussion of issues to consider in the development of similar programs.

Keywords:

• adventure learning
• expedition field experiences
• field experiences
• K–12 online education
• online distance education

Acknowledgments

The authors would like to acknowledge Nomads Adventure and Education and the Best Buy Children’s Foundation. The GoNorth! Adventure Learning Series would not have been possible without their involvement, contributions, and dedication to adventure learning. Their support should not be taken to represent the views and opinions expressed in this article.