Parents’ perceptions of driver education: A theoretically guided qualitative investigation

In many jurisdictions with Graduated Driver Licensing systems, such as those in North America, Australia, and New Zealand, parents play an important role teaching their child how to drive facilitating access formal driver education. This study explored parents’ views on these processes a theoretically grounded manner using the Goals for Education (GDE) Framework. The GDE framework groups influences young behaviour into four interconnected hierarchical levels: vehicle manoeuvring (Level 1), mastery of traffic situations 2), goals contexts driving 3) life skills living 4). Fourteen novice drivers participated five focus held urban regional locations South East Queensland, Australia. A six-step thematic analysis was used consisting (1) familiarisation data, (2) generation initial codes, (3) searching themes, (4) reviewing (5) defining naming themes (6) producing report. Parents indicated that they were more likely outsource at Levels 1 2 professional instructors concerned would pass bad habits onto or unaware road rules required follow. believed able effectively teach located 3 4 because had greater knowledge when compared educators. findings can be develop intervention support supervise learner drivers.