Abstract
This paper summarizes an exploratory study probing perspectives of pesticide applicators and educators regarding pesticide licensing and safety training in Idaho. The purpose of the study was to identify lines of inquiry concerning critical learning components for pesticide worker safety.
Information was gathered about training practices for pesticide applicators. Adult learning theory provided a foundation for a priori themes combined with grounded theory to explore emergent concepts and categories. Four categories relevant to pesticide applicator safety training emerged from
the literature review and interviews: knowledge and learning, worker practices, worker beliefs and attitudes, and the work environment. Understanding why workers take risks is central to developing effective safety training. Providing workers with access to research-based information may reduce
risk. Narrative may play an important part in developing educational curriculum. There is a need to develop additional safety education programming that is designed for this specific audience.