Academic literature on the topic 'Teacher experiential learning'
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Journal articles on the topic "Teacher experiential learning"
Regan-Smith, Martha G. "Teachers' Experiential Learning about Learning." International Journal of Psychiatry in Medicine 28, no. 1 (March 1998): 11–20. http://dx.doi.org/10.2190/a1ck-jy52-bk1g-442y.
Full textThote, Prashant, and Gowri S. "EXPERIENTIAL LEARNING: TOOL FOR JOYFUL LEARNING." International Journal of Research -GRANTHAALAYAH 8, no. 5 (May 28, 2020): 100–107. http://dx.doi.org/10.29121/granthaalayah.v8.i5.2020.88.
Full textDolby, Nadine, and Jubin Rahatzad. "Experiential Learning in Teacher Education." Experiential Learning and Teaching in Higher Education 2, no. 1 (September 1, 2022): 19. http://dx.doi.org/10.46787/elthe.v2i1.3434.
Full textŠalkauskaitė, Paulina. "EXPERIENTIAL EDUCATION EXPERIENCES AND DISCOVERIES IN A PRIMARY SCHOOL." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 13, no. 2 (December 25, 2021): 98–109. http://dx.doi.org/10.48127/spvk-epmq/21.13.98.
Full textWong, Koon Lin, Eric King-Man Chong, Wing Tat Leung, and Yan Wing Leung. "Experiential learning for civic education: Typologies and learning outcomes." Citizenship Teaching & Learning 17, no. 2 (June 1, 2022): 183–202. http://dx.doi.org/10.1386/ctl_00090_1.
Full textSeed, Allen Hugh. "Cohort Building through Experiential Learning." Journal of Experiential Education 31, no. 2 (November 2008): 209–24. http://dx.doi.org/10.1177/105382590803100207.
Full textSrisawat, Surasak, and Panita Wannapiroon. "The Development of Virtual Professional Learning Community Platform with Experiential Design Thinking Process to Enhance Digital Teacher Competency." International Journal of Information and Education Technology 12, no. 12 (2022): 1291–99. http://dx.doi.org/10.18178/ijiet.2022.12.12.1753.
Full textKaufman, Dorit. "Constructivist-Based Experiential Learning in Teacher Education." Action in Teacher Education 18, no. 2 (July 1996): 40–50. http://dx.doi.org/10.1080/01626620.1996.10462832.
Full textGirvan, Carina, Claire Conneely, and Brendan Tangney. "Extending experiential learning in teacher professional development." Teaching and Teacher Education 58 (August 2016): 129–39. http://dx.doi.org/10.1016/j.tate.2016.04.009.
Full textAmolloh, Odundo P., Ganira K. Lilian, and Kinyua G. Wanjiru. "Experiential Learning, Conditional Knowledge and Professional Development at University of Nairobi, Kenya—Focusing on Preparedness for Teaching Practice." International Education Studies 11, no. 7 (June 28, 2018): 125. http://dx.doi.org/10.5539/ies.v11n7p125.
Full textDissertations / Theses on the topic "Teacher experiential learning"
Chiu, Siu-hong. "The impact of learning study on teachers' professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35669962.
Full textKurzweil, Joshua. "Experiential learning and reflective practice in teacher education / by Joshua Kurzweil." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/5/.
Full textLai, Ting-chun. "The use of learning study to enhance teachers' professional development : a case study." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35670927.
Full textMiller, Virginia L. "The effects of teachers' workplace experiences on their beliefs about teacher role in curriculum and instructional change /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998497.
Full textPelafigue, Ashleigh L. "The Experiential Journey of Teacher-Scholars: “If you’re not a teacher, you just don’t get it”." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2483.
Full textKociuba, Jamie M. "Teacher Perceptions of Instruction as an Expeditionary Learning Core Practice." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5492.
Full textLaw, Barry Alan, and n/a. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education." Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.
Full textTietjen, Laura L. "Service-learning pedagogy in teacher education: an examination of individual and group experiences." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32747.
Full textCurriculum and Instruction Programs
Michael C. Holen
There is a call for education, including teacher education, to transform from solely transmitting knowledge to creating dynamic learning opportunities for students to experience real-world situations so they can develop the skills and competencies necessary to navigate a changing and unpredictable world. Service-learning is proposed as one strategy to facilitate this transformation. Therefore, the purpose of this qualitative case study was to describe how individual or group service-learning experiences might impact the attitudes and beliefs of pre-service teachers in a teacher education course. This study was guided by two research questions: How do pre-service teacher participants describe their individual or group service-learning experiences within the context of a required teacher education course? In what ways do participants' attitudes and beliefs towards service-learning vary, based on individual or group service-learning experiences? The service-learning experiences for this study were designed using experiential educational theory and a blended framework from service-learning common goals (academic enhancement, personal/professional growth, and civic learning) and common components (academic material, critical reflection and relevant service) (Ash, Clayton, & Moses, 2009). Fourteen pre-service students agreed to participate in the study. Two sources of data were identified, (a) individual semi-structured, face-to-face interviews and (b) critical reflective journals written by participants. Findings suggest that service-learning experiences reinforce academic content including experiential education. Personal and professional growth and an understanding of diversity can result from service-learning experiences. Teacher involvement in the local community was viewed by participants as important for student-teacher relationships and to improve connections between the school and the community. Participants of the study viewed critical reflection as a fundamental component in service-learning. Self-identified personality type can impact how each participant described their individual or group service-learning experiences, including benefits of social interaction and collaboration. Individual and group service-learning present different challenges in implementing effective experiences. Participants’ beliefs and attitudes did not vary based upon individual or group service-learning experiences. In conclusion, incorporating the experiential pedagogy of service-learning in teacher education programs can better prepare pre-service teachers for the very unpredictable nature of teaching.
Mettler, Eunice. "Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5355.
Full textContinuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research question for this research paper is: “Why are teachers at working class schools not participating in CPTD initiatives as expected?” A qualitative approach within the interpretive paradigm was adopted throughout this study. The interpretive approach allowed the researcher to gain a more social world interpretation of the respondents as it provided insight in CPTD practices at working class schools. The process of data gathering was inductive as information emerges from interviews and questionnaires. Open-ended questionnaires and semi-structured interviews were used to gather data. The study comprised 15 respondents and included teachers at two schools and three officials from the Department of Education. The demographics of the two schools were similar which made it possible to ask the same questions for all respondents. The study highlighted the lack of participation of teachers in CPTD due to human, material and financial constraints. Urgent consideration needs to be given to eradicating these barriers for continuous professional development of teachers. Providers of CPTD should ensure that the needs of teachers are met and training should be embarked upon on a continuous basis. In addition, priority should be given to teachers employed at schools in working class areas.
Howard, Sarah K. "Teacher change individual and cultural risk perceptions in the context of ICT integration /." Connect to full text, 2006. http://hdl.handle.net/2123/5340.
Full textTitle from title screen (viewed 20 August 2009). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the CoCo Research Centre, Faculty of Education and Social Work, University of Sydney. Degree awarded 2009; thesis submitted 2006. Includes bibliographical references. Also available in print form.
Books on the topic "Teacher experiential learning"
Harfitt, Gary, and Jessie Mei Ling Chow. Employing Community-Based Experiential Learning in Teacher Education. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6003-3.
Full textHuling, Leslie. Early field experiences in teacher education. [Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1998.
Find full textFerre, Laevers, and Heylen Ludo, eds. Involvement of children and teacher style: Insights from an international study on experiential education. Leuven [Belgium]: Leuven University Press, 2003.
Find full textE, Floden Robert, ed. Detachment and concern: Conversations in the philosophy of teaching and teacher education. London: Cassell, 1993.
Find full textBuchmann, Margret. Detachment and concern: Conversations in the philosophy of teaching and teacher education. New York: Teachers College Press, 1993.
Find full textCôté, Richard. Apprendre: Formation expérientielle stratégique. Sainte-Foy: Presses de l'Université du Québec, 1998.
Find full textJames, Calderhead, and Gates Peter, eds. Conceptualizing reflection in teacher development. London: Washington, D.C., 1993.
Find full textSociety for Research into Higher Education., ed. On becoming an innovative university teacher: Reflection in action. 2nd ed. Maidenhead: Open University Press, 2006.
Find full textSociety for Research into Higher Education., ed. On becoming an innovative university teacher: Reflection in action. Buckingham: Society for Research into Higher education & Open University Press, 1998.
Find full textJean, Clandinin D., ed. Teachers as curriculum planners: Narratives of experience. Toronto: OISE Press, 1988.
Find full textBook chapters on the topic "Teacher experiential learning"
Seaman, Jayson. "Experiential Learning: History, Ideology, Theory." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_355-1.
Full textSeaman, Jayson. "Experiential Learning: History, Ideology, and Theory." In Encyclopedia of Teacher Education, 700–704. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_355.
Full textPike, Susan. "Experiential Learning in Geography Teacher Education: Encountering Geography in the Immediate Environment." In Experiential Learning in Geography, 101–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82087-9_7.
Full textDaichendt, G. James. "The Artist-Teacher: Models of Experiential Learning." In Discourse and Disjuncture between the Arts and Higher Education, 75–93. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-55243-3_4.
Full textTormey, Roland, Siara Isaac, Cécile Hardebolle, and Ingrid Le Duc. "Becoming a better teacher for practical settings." In Facilitating Experiential Learning in Higher Education, 240–66. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003107606-13.
Full textTan, Geok Chin Ivy. "Reconceptualising Experiential Learning in the Pre-service Geography Fieldwork Module." In Teacher Education in the 21st Century, 155–71. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3386-5_9.
Full textChow, Jessie Mei-ling, and Gary James Harfitt. "Preparing a Twenty-First Century Teaching Force Through Mandatory Community-Based Experiential Learning." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_16-1.
Full textChow, Jessie Mei-ling, and Gary James Harfitt. "Preparing a Twenty-First Century Teaching Force Through Mandatory Community-Based Experiential Learning." In Encyclopedia of Teacher Education, 1364–68. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_16.
Full textRogan-Floom, Carrie. "Encouraging Growth Through Experiential Education: Contributions of a Teacher Educator." In Diverse Pedagogical Approaches to Experiential Learning, Volume II, 181–95. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83688-7_13.
Full textFann Thomas, Gail. "My Experiential Learning Journey as a Management Communication Teacher-Scholar." In The Business Communication Profession, 158–77. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003274421-10.
Full textConference papers on the topic "Teacher experiential learning"
Maharsi, Ista. "Experiential Learning Approach to Teach Content Courses in an EFL Teacher Education Program." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.11.
Full textNg, Eugenia. "Engaging Student Teachers in Peer Learning via a Blended Learning Environment." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3233.
Full textKusnadi and Kusnadi Kusnadi. "Experiential Learning and Differential Instructional in Dance Creation Learning for Teacher Education Students." In Proceedings of the International Conference on Art and Arts Education (ICAAE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icaae-18.2019.50.
Full textMbali, Msizi, and Angela James. "A TUTOR’S PERSONAL AND PROFESSIONAL EXPERIENCES OF TUTORING IN A SCIENCE TEACHER EDUCATION MODULE." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.139.
Full textGlazier, Jocelyn. "Leveraging Experiential Education as a Model for Deeper Learning in Teacher Education." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578484.
Full textMateu Pérez, Rosa, Paula Escobedo Peiró, Marisa García Baldán, and Raquel Flores Buils. "EDUCATIONAL INNOVATION IN INITIAL TEACHER TRAINING: AN EXPERIENCE BASED ON EXPERIENTIAL LEARNING." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1804.
Full textHarfitt, Gary. "Hearing the Community Voice in the Process of Teacher Education and Experiential Learning." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1429862.
Full textRahman, Fahmida. "EXPERIENTIAL LEARNING FOR STUDENT ADVANCEMENT: A STATE-OF-THE-ART IN HIGHER EDUCATION." In The Global Conference on Research in Education and Learning. R&R Knowledge Solutions, 2022. http://dx.doi.org/10.56790/103.091022.
Full textSiddique, Zahed, Mrinal C. Saha, Bipul Barua, and Firas Akasheh. "Learning Casting Through Interactively Creating a Scenario." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28593.
Full textThompson, Tobi, and Ingrid Massey. "Preparing Effective Literacy Educators Through Professional Development." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8246.
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