Applying A Constructivist-Developmental Practice-Based Learning Framework to the Recreation Internship Experience

Abstract

The recreation internship is one of the most critical components of professional preparation education, yet educators have done little to explore the experience from a constructivist-developmental growth perspective. This article presents a practice-based learning framework that shows promise for fostering moral development among recreation undergraduates engaged in an internship experience. The internship is traditionally viewed as an opportunity for students to experience practical application of knowledge, skills, and competencies related to practice. While these outcomes are crucial for student professional development, the internship is also a fertile environment for student cognitive development, specifically in the moral domain. The Integrated Learning Framework (ILF) (Reiman & Oja, 2006) is an educational framework grounded in a constructivist-developmental tradition that promotes conceptual, ego, and moral development in young adult and adult learners. Applying the ILF, and its seven design principles, can facilitate the moral development of recreation interns needed for successful professional practice.