ABSTRACT

Flight training is a lengthy and resource-intensive process with additional learning, and teaching techniques are often overlooked. One technique is observational learning, or backseating in aviation training, which can accelerate pilot training. This study aimed to analyze the factors that facilitate and hinder the implementation of backseating in flight schools. The perceptions of students, instructors, and managers were investigated using an ethnographic approach. The results show that recognizing the benefits of implementation and the need for change, no extra financial burden, exposure of instructors to different pedagogies, and involvement of instructors in the decision-making process would facilitate the implementation of backseating. Additionally, factors such as practicality issues for implementation, concern about students’ needs, instructors’ self-confidence and emotions, lack of follow-up by managers, and regulatory ambiguity hinder implementation. To implement backseating, legislative ambiguity, instructors’ confidence and emotions, and their concerns about students’ needs should be addressed.

摘要

飞行训练是一个漫长且资源密集的过程，需要额外的学习，而教学技术往往被忽视。一种技术是观察学习，或者说是航空培训中的后座，它可以加速飞行员培训。本研究旨在分析促进和阻碍飞行学校实施后座的因素。使用民族志方法对学生、教师和管理人员的看法进行了调查。结果表明，认识到实施的好处和变革的必要性、没有额外的经济负担、教师接触不同的教学法以及教师参与决策过程将有助于后座的实施。此外，实施的实用性问题、对学生需求的关注等因素，指导员的自信和情绪、管理者缺乏后续行动以及监管的模糊性阻碍了实施。为了实施后座，应该解决立法模糊性、教师的信心和情感以及他们对学生需求的担忧。