Journal articles on the topic 'Teacher experiential learning'
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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.
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Objective: An experiential model of learning suggests that changing a learner's understanding will lead to the learner choosing to change behavior. A workshop was designed for medical educators to examine their understanding of learning in order to change their behavior as teachers. This article describes that workshop which was presented as part of a conference on successful techniques for education of primary care practitioners. Method: Eighteen medical educators participated in the workshop. The educators were instructed to reflect on a recent personal learning experience. Group discussion led to production of a list of components of effective learning. These learning components were then applied in small groups to three hypothetical tasks related to mental health education. Results: Essential characteristics of three generic features of learning were identified: characteristics of the teacher, learner, and learning experience. When these characteristics were then applied to the hypothetical tasks, a major theme that emerged was a focus on the importance of learner motivation. Conclusions: The essential components of learning and their application demonstrate the importance of adult learning theory in which it is more important for the learner than for the teacher to determine what, when, and how to learn. This is in contrast to traditional medical education in which the teacher decides what to learn and if it has been learned. To improve education for practicing primary care providers, a shift from a teaching paradigm to a learning paradigm is indicated.
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Thote, 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.
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In this paper attempt is made to investigate the impact of Art Integrated Learning on the academic achievement of grade 5 students in mathematics. Total 80 students participate in the study, 40 students in the Experimental group and 40 in the control group. Two different Art Integrated Learning activities are designed for experimental group. The same teacher teaches both the experimental and the control group. The teacher uses Art Integrated Learning methods for teaching grade 5 students and traditional chalk and talk method for control group students. At the end of each unit (four tests), Mathematical Achievement Test (MAT) is administrated to determine the difference between the knowledge of the students in the experimental group and the control group. The result of all four tests is consistent. Art Integrated Learning has improved the academic achievement of students of experiential group.
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Dolby, 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.
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Sixty-four years after the landmark Brown vs. Board of Educationdecision, schools, neighborhoods, and communities in the United States re-main largely segregated by race and class. As a result, many incoming studentsarrive on college and university campuses with limited exposure to people froma wide array of backgrounds and identities. In this article, we examine howstudents enrolled in an undergraduate teacher education course, Multicultur-alism and Education, learned from and reflected on an experiential learningassignment. The assignment, called “Immersion Experience,” required them tohave a brief experience in a cultural context that is different from their own.Through the assignment, students reflected on their own identities, values, andupbringing; learned about their stereotypes and beliefs about discrimination;and began to appreciate experience as a way of deepening their understandingof diversity. In an era in which undergraduates spend more of their time on-line, self-segregated and fractured by political beliefs and social identities andexperiences, assignments such as the “Immersion Experience” help to createthe physical, human encounters with difference that are vital for communityand democracy.
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Šalkauskaitė, 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.
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Going deeper into the subtleties of experiential education, the aim was – to analyse teachers’ experience in organising experiential teaching/learning for primary school students and to present the discoveries of a novice teacher in conducting experiential educational activities. Five primary school teachers-experts participated in the study. Teachers define experiential learning as the application of knowledge in practice, thus creating stronger links between knowledge and skills. Experiential education is especially recommended by primary school teachers in grades 3-4, and particularly for teaching the world cognition, as students already have sufficient experience working in pairs and groups, are able to work collaboratively, and world cognition offers very diverse and interesting, complex contexts for activities. Teachers notice that preparing for experiential learning activities, it is very important for the teacher himself to have a good knowledge of the topic discussed, to have analysed the curriculum, textbooks, in order to open as many activities as possible. Educational activities involving 17 third graders enriched the beginning teacher with the new experiences and discoveries: for example: if students use all their senses while learning and seriously reflect on their experiences, it is easier for them to create individual knowledge. Keywords: interview, student’s experience, experiential education, primary education, primary school teachers, educational activities.
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Wong, 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.
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Experiential learning has an important role to play in education; the typologies of experiential learning for civic education was employed to examine two case studies. One case study involves a teacher guiding Hong Kong students in experiential learning, which took place at a national level in mainland China. His approaches aligned with justice oriented and charity oriented. The second case study concerns a teacher who personally undertook experiential learning at a global level in Africa. Her approaches aligned with these typologies of experiential learning (personal development and justice oriented). Their journeys illustrated that different types of experiential learning have various influences on the perceived civic learning outcomes of learners. We suggest adding facilitating and hindering factors into the typologies of experiential learning, which would provide a more comprehensive conceptual framework to guide educators and researchers in organizing and conducting experiential learning activities and studies.
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Seed, 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.
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Universities are exploring ways to better prepare teachers for the classroom and to keep them there. Building cohorts of pre-service teachers is one of the ways currently under scrutiny. The University of Memphis began a new cohort-based, grant-funded program entitled Recruitment and Retention through Reinvention of Teacher Education (3Rs) to prepare middle-school math and science teachers in the summer of 2006. This article presents the results of a qualitative study on the effects of a four-day experiential learning program on the development of the 3Rs cohort of middle school pre-service teachers. Participants indicated that their experience was an effective way to build a graduate student cohort. Close relationships with each other were developed and support from the faculty was noted. Few pressing concerns were voiced. Getting away for an overnight stay, focus on educational best practices, and demonstrating the need and importance of this experience were listed as essential to the program.
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Srisawat, 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.
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In an era of digital transformation, technology has a strong influence on educational organizations. It is a huge challenge for teachers to deal with digital technology. A professional learning community platform integrated with technology is a powerful tool that can improve the digital competency of teachers to manage that challenge. The purpose of this research is to 1) develop a virtual professional learning community platform (VPLC platform) based on an experiential design thinking process, 2) to develop a training course for building digital teacher competency using an experiential design thinking process, and 3) to assess the digital competency of teachers using the VPLC platform in conjunction with the experiential design thinking process. Thirty teachers were selected by multi-stage sampling. The architectures used were the VPLC platform, the experiential design thinking process, and digital teacher competency. The research instrument was a digital competency assessment form for teachers with regard to the VPLC platform and an experiential design thinking process to enhance digital teacher competency. The findings revealed that 1) the VPLC platform model consisted of three components: 1) the VPLC platform, 2) the experiential design thinking process, and 3) digital teacher competency, brought together in four modules: 1) User management module, 2) Content management module, 3) Learner management module, and 4) Analytics management module and five processes: 1) Empathize the Concrete experience, 2) Define the Problem and Reflective observation, 3) Ideate the Abstract conceptualization, 4) Prototype, and 5) Test and Evolution and Active experimentation. The overall result of the quality of a training course in building digital teacher competency with an experiential design thinking process was at the highest quality value (Mean= 4.90, S.D.= 0.31). 3) The overall resulting digital competency of teachers was at the highest level (Mean= 4.80, S.D.= 0.40).
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Kaufman, 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.
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Girvan, 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.
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Amolloh, 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.
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Experiential learning requires teacher educators to equip trainee teachers with opportunities for effective preparedness in teaching and professional subjects, co-curricular activities and in micro-teaching vital for professional development. The experiential learning opportunities, conditional knowledge, preparedness and performance during teaching practice provide basis for predicting professional competence and success for effective teaching. Conditional knowledge entails application of critical thinking and problem solving skills that demonstrate mastery of theoretical knowledge and professional practice across, content, knowledge, skills and insights. This type of knowledge and skills are developed through experiential learning coupled with effective preparedness for real-class instructional management. However, inadequate preparation in educational courses coupled with improper supervision and feedback impede effective professional development in most universities. The study explored effectiveness of experiential learning and conditional knowledge in trainee teacher preparedness for teaching practice at the University of Nairobi. Experiential Learning Theory formed the framework for this study. A descriptive survey research design was adopted with a population of 78 trainee teachers selected using simple random sampling. Data were gathered through a questionnaire. Finding showed that trainee teachers are adequately prepared for teaching practice. The study recommends proper orientation for trainee teachers to be carried out with effective preparedness that aligns theory to practice.
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Petker, Gadija Mia, and Nadine Petersen. "Service learning in foundation phase teacher education: Experiential learning opportunities for student teachers." South African Journal of Childhood Education 4, no. 3 (December 30, 2014): 14. http://dx.doi.org/10.4102/sajce.v4i3.231.
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This paper reports on the implementation of a model that infuses service-learning into a four-year foundation phase teacher education programme. We argue for an integrated curriculum design utilising specifically the teaching (laboratory) school of the faculty, not only for clinical experience or work-integrated learning, but also for service-learning. In this way, the relation of the teacher education programme to the teaching school and its location within Soweto, an area within Johannesburg, optimises the affordances of learning from and through experience for students. The service-learning activities were designed to inform and draw on students’ practical and situational learning (learning in and about context) and address the notions of integrated and applied knowledge in the ‘Minimum Requirements for Teacher Education Qualifications’ (RSA DHET 2011). We argue in this paper that the incremental inclusion of service-learning over a four-year period and the varied nature of the service-learning projects within the programme extend students’ learning from practice, provide opportunities for students to see people outside of formal education as ‘experts’ who have something to contribute to their education, and maximize the potential civic and academic outcomes for students.
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McCarthy, Deborah L. "A STEM Experiential Learning Experience." Experiential Learning and Teaching in Higher Education 2, no. 1 (September 1, 2022): 17. http://dx.doi.org/10.46787/elthe.v2i1.3382.
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From Fall 2012 to Fall 2016, 127 teacher candidates at a public university in southern Louisiana and elementary school students in grades four, five, six, and eight formed a Science, Technology, Engineering, and Mathematics (STEM) partnership to develop and implement science projects. The research questions of the accompanying study over the five years were: 1.Will mentoring a science project increase student understanding of best practices afforded by the scientific method? 2. What strategies improve the quality of a STEM experiential learning experience? A paired-samples t-test on teacher candidates’ pre- and post-test scores showed a significant difference in mean scores, indicating an increase in understanding in students for each of the five years. Themes emerging from the qualitative data suggest that successful strategies include preparation, staying small, organization, communication, motivation, and acknowledgement. Coincidentally, these themes closely mirror the National Society for Experiential Education’s (NSEE) “Eight Principles of Good Practice for All Experiential Learning Activities.”
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Bolick, Cheryl M., Jocelyn Glazier, and Christoph Stutts. "Disruptive Experiences as Tools for Teacher Education: Unearthing the Potential of Experiential Education." Journal of Experiential Education 43, no. 1 (September 19, 2019): 21–36. http://dx.doi.org/10.1177/1053825919877212.
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Background: This study examines the role of a weeklong experiential residency program on teachers’ beliefs about self and practice. Purpose: The goal of two separate intensive experiences was to help teachers generate new insight about the place of students, the teacher, and the school that extended beyond a surface-level understanding of experiential education. Methodology/Approach: Through a qualitative approach, the research team used field notes, course documents, participant reflections, researcher journals, and follow-up interviews to analyze the impact of participants’ immersion in either of the experiential outdoor residencies. Findings/Conclusions: The unpredictable nature of the physical and social environment of the experiential week helped teachers to see the central role of community in the learning process. Furthermore, teacher responses to the experience defied simple categorization along a prior theoretical construct. Teachers indicated a growing confidence in their ability to seek out and overcome challenges across multiple domains. Implications: These teachers were challenged to integrate multiple social and emotional aspects of self into their learning, while envisioning the same for their own students. Their experiences and reflections support an expanded role for immersive experiences outside of the traditional classroom in teacher education.
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Dillon, Michelle, Deborah Tannehill, and Mary O’Sullivan. "“I Know When I Did It, I Got Frustrated”: The Influence of ‘Living’ a Curriculum for Preservice Teachers." Journal of Teaching in Physical Education 36, no. 4 (October 2017): 445–54. http://dx.doi.org/10.1123/jtpe.2016-0157.
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In addressing the theory-practice divide, this research provides valuable insight into preservice teachers’ (PSTs) learning through an experiential learning (EL) framework during teacher education. Utilizing an interpretivist approach, this study aims at providing insight on how PSTs link the manner in which they learned during teacher education to how they teach during school placement. Evidence suggested participants valued faciliating enjoyable and meaningful learning experiences for their students in the course of learning through an EL approach. Learning through an experiential approach provided the PSTs with confidence in what to teach. However, the PSTs also assumed their own students would have similar responses to the learning experiences they had themselves when completing tasks during teacher education. PSTs were limited in their ability to recognize student learning and in understanding student capacity for progression. Implications of the findings for teacher education are discussed.
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KOCI, Aida. "A Balanced Approach to Experiential Education in Teacher Training: Serving and Learning." Revista Romaneasca pentru Educatie Multidimensionala 5, no. 1 (June 30, 2013): 79–100. http://dx.doi.org/10.18662/rrem/2013.0501.06.
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Fredriksen, Biljana Culibrk. "Interspecies Pedagogy: What Could a Horse Teach Me About Teaching?" TRACE ∴ Journal for Human-Animal Studies 5 (September 17, 2019): 4–30. http://dx.doi.org/10.23984/fjhas.78122.
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This article explores experiential learning through a more-than-human perspective. It builds on my earlier study of young children’s experiential learning, which revealed the biological predispositions or”embodied capacities” that young children have to learn from experience. In this current investigation, I identify some characteristics of a horse’s experiential learning and maintain that understanding these experiences is relevant for teaching beyond human perspectives. I also seek to understand how a teacher can motivate experiential learning. The article presents an ethnographic case study of myself and my horse Zvekki. Zvekki’s sophisticated predispositions for experiential learning have become visible over the years I have been pursuing a relationship of mutual trust between us. Daily interactions with Zvekki have challenged my communicative and other skills to the full and facilitated conditions for both her and my own experiential learning. The joint learning has also been a process of gaining more respect for the horse and gradually moving away from the anthropocentric position where, I realise retrospectively, I started from. What my horse taught me is relevant for teaching different subjects within teacher education programmes because every learning process and form of teaching is an experience in itself. The article focuses on the qualities of learning experiences and skills that are required from teachers who genuinely want to understand learning processes of their students and seek to provide conditions for holistic forms of learning.
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Hidayatullah, M. E. "Experiental Learning: Telaah tentang Pola Pendekatan Pembelajaran Kontemporer." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 15, no. 2 (May 24, 2018): 306–25. http://dx.doi.org/10.24090/insania.v15i2.1534.
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Abstract: Traditional teaching approach is teacher (teacher directive), while the contemporary approach is focused on the role of the learners (experience-based instruction) in achieving the goals of behavior, which is known through direct experience with the approach of experiential learning. Contemporary approach is expected to increase the understanding and the quality of the lesson learned. This paper will review the approach to experiential learning, and several methods of teaching.
Keywords: Contemporary Learning, Experiential, Studying Process, Teaching Process.
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Chong, King Man Eric. "Using experiential learning of NGOs to enhance active citizenship education in school curriculum." Asian Education and Development Studies 9, no. 4 (September 26, 2019): 559–77. http://dx.doi.org/10.1108/aeds-02-2018-0023.
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Purpose The purpose of this paper is to analyse and evaluate the implementation of an empathy model of experiential learning in real-life sites, with the help of NGOs, for developing students’ active citizenship in two Hong Kong Chinese secondary schools. Design/methodology/approach This study employs a case study in which teachers and the researcher engage in planning, implementing and evaluating an experiential learning unit which combines together both classed-based learning activities and experiential learning activities provided by NGOs in real-life settings. Qualitative interview findings are collected from teachers and students. Findings Incorporating experiential learning activities in thematic learning units provided by NGOs for the active citizenship of students can facilitate teachers to develop student learning outcomes of empathy and perspective taking derived from authentic experience. In particular, teachers’ reflect on how to facilitate Chinese students’ reflect on disadvantaged people and ethnic minorities. This action research study recommends that students’ conceptual understanding of concepts such as poverty and ethnic minorities should be developed before they participate in NGO’s experiential learning activities, so that the experiential experiences can add something on what they have already learnt. Originality/value This study found some useful implications for exploring ways for teacher development by applying an experiential learning model in combination with classroom-based learning for active citizenship. This research study recommends implementing pre-experiential conceptual building activities and post-experiential classroom-based enquiry and reflection activities to help students consolidate their learning experiences through verbal and written reflection, as well as on what actions that they can take.
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Lewandowski, Adam M., Debbie G. DePalma, Rebecca S. Englund, and Melissa M. Cartwright. "Operationalizing the Roles of Experiential Learning." Experiential Learning and Teaching in Higher Education 1, no. 2 (September 1, 2022): 18. http://dx.doi.org/10.46787/elthe.v1i2.3373.
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This article focuses on the partnership between Discovery Charter School of Rochester, New York, founded in 2011, and Nazareth College Partners for Learning. The Partners for Learning program engages Nazareth College students in partnerships with the children, teachers, and staff of eight urban sites. The authors examine the four critical roles that work to foster program success: (1) Associate Director for the Center for Civic Engagement, (2) Student Site Coordinator, (3) Site Representative, and (4) Classroom Teacher. We describe each of the four roles, how the roles support experiential learning, and, most importantly, how we consistently collaborate to ensure success for all parties. We have gathered multiple forms of reflection, and we share data focusing on the impact of student learning for both personal and professional growth. Finally, Discovery Charter School students describe what having a Partner in their classroom means to them, how the Partners have improvedtheir learning, and how the relationships that have formed over the semester/ year(s) have had an impact on them.
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Suryanda, Ade, Eka Putri Azrai, and Subari Subari. "PENINGKATAN KETERAMPILAN GURU IPA SD AL AZHAR DALAM PEMBUATAN SOAL OLIMPIADE." SELAPARANG Jurnal Pengabdian Masyarakat Berkemajuan 3, no. 2 (May 10, 2020): 182. http://dx.doi.org/10.31764/jpmb.v3i2.1569.
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ABSTRAKPelatihan Olimpiade Sains bagi guru-guru Al Azhar jenjang Sekolah Dasar ini merupakan wadah pembinaan spiritual, mental, dan kompetensi olimpiade. Kegiatan ini bertujuan meningkatkan kompetensi guru dalam; 1) menganalisis silabus OSN tingkat nasional; 2) mengadaptasikan soal-soal OSN tingkat Nasional; dan 3) menyusun soal-soal OSN. Pelatihan menggunakan metode experiential learning dengan pendekatan participant-centered melalui teknik diskusi, tanya jawab, brainstorming, observasi, kerja kelompok dan presentasi hasil. Pada kegiatan ini dilakukan tahapan; 1) Analisis silabus OSN tingkat nasional; 2) Adaptasi soal-soal OSN tingkat Nasional; dan 3) Penyusunan soal-soal OSN. Pelatihan ini berjalan dengan baik dan memberikan manfaat yang signifikan serta terdapat meningkatkan keterampilan guru dalam membuat soal olimpiade. Kata kunci: brainstorming; experiental learning; guru; OSN; pelatihan. ABSTRACTThe Science Olympiad Training Al Azhar elementary school teachers for 2019 is a forum for spiritual, mental and Olympic competence development. This activity aims to improve teacher competency in; 1) analyze the national level The Science Olympiad syllabus; 2) adapt National level The Science Olympiad questions; and 3) compile The Science Olympiad questions. The training uses experiential learning methods with participant-centered approach through discussion techniques, question and answer, brainstorming, observation, group work and presentation of results. In this activity carried out stages; 1) National level The Science Olympiad syllabus analysis; 2) Adaptation of National Level The Science Olympiad questions; and 3) Compilation of The Science Olympiad questions. This training ran well and provided significant benefits as well as increasing teacher skills in making Olympic questions. Keywords: brainstorming; experiential learning; National Science Olympiad; teachers; training.
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Van Zoest, Laura R., and Shari L. Stockero. "Capitalizing on Productive Norms to Support Teacher Learning." Mathematics Teacher Educator 1, no. 1 (September 2012): 41–52. http://dx.doi.org/10.5951/mathteaceduc.1.1.0041.
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We draw on research into the durability of sociomathematical and professional norms to make a case for attending to productive norms in teacher education experiences. We illustrate that productive norms have the potential to support teacher learning by (a) improving teachers' own mathematical understanding, particularly of specialized content knowledge; (b) supporting teachers to productively view and analyze classroom practice; (c) providing teachers an experiential basis for thinking about fostering productive norms in their classrooms; and (d) helping teachers to develop professional dispositions that support continued learning from practice. This work points to the importance of intentionally considering the norms cultivated in teacher education experiences, assessing their productivity, and strategically focusing on those that provide the best support for teacher learning.
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Gao, Xuesong. "Promoting experiential learning in pre-service teacher education." Journal of Education for Teaching 41, no. 4 (August 8, 2015): 435–38. http://dx.doi.org/10.1080/02607476.2015.1080424.
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Wahyuni, Lilik, and Sugeng Riyanto. "Model Sekolah Adiwiyata Melalui Program Asistensi Mengajar Berbasis Pembelajaran Experiential." Jurnal Paedagogy 9, no. 4 (October 21, 2022): 616. http://dx.doi.org/10.33394/jp.v9i4.5673.
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The study aims to get descriptions of (1) collaboration between teachers and students; (2) the development of Adiwiyata school model; and (3) optimizing Adiwiyata schools through a teaching assistance program based on experiential learning. This study used a qualitative descriptive method with a survey and development research design. The data sources of this research were the residents of SMP 12 Malang and students of the teaching assistance program at the Faculty of Agriculture, Universitas Brawijaya. The key instrument of this research was the researcher, assisted by using a questionnaire instrument and observation and interview guidelines. Data analysis was carried out through the stages of (1) data review, (2) data category and classification, (3) data reduction and codification, and (4) drawing conclusions. The research showed (1) students and teacher collaboration in an experiential learning-based teaching assistance program was the students manage the learning in the Concrete Experience and Active Experimentation stages while the teacher manages the learning in the Reflective Observation and Abstract Conceptualization stages; (2) the development of the Adiwiyata school model through the experiential learning-based teaching assistance program was carried out by reviewing the school's vision, mission, and goals, developing a learning plan using the experiential learning method, and developing an environment-based learning arena; and (3) optimization of Adiwiyata schools through experiential learning-based teaching assistance programs was carried out through habituation with a participatory approach.
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Seifert, Tami, and Yoav Gez. "Engaging Students Through Escape Games and a Play Environment During Recess." International Journal of Game-Based Learning 11, no. 3 (July 2021): 1–18. http://dx.doi.org/10.4018/ijgbl.2021070101.
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The article describes projects that combined experiential learning and gamification with teachers and pupils in junior high school science classes. The pupils planned and designed projects and critiqued the quality of the final products. A field report study model was employed using principles from the world of play in order to better understand the production of a high-quality project. An “Octalysis” model was constructed to identify and analyze the factors that enhance human motivation, and principles for the creation of experiential learning and play. One of the significant characteristics that enabled the production of many varied products was the teachers' ability to find time and physical space in which to create the learning environments. Provision of experiential learning and play environments is demanding for the teacher, but rewarding since they involve pupils and deepen learning quality throughout the process. As a result of this experimentation and reflection, insights were gained concerning the creation of experiential learning and play environments.
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Ratih, Ni Putu Ayu. "PENERAPAN MODEL EXPERIENTIAL LEARNING UNTUK MENINGKATKAN KEMAMPUAN MENULIS PUISI SISWA KELAS VIII C SMPN 3 PENEBEL." Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia 9, no. 1 (July 15, 2020): 46–56. http://dx.doi.org/10.23887/jppbi.v9i1.3205.
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This study aimed to know (1) students’ competence by implementing experiential learning model, (2) steps in implementing experiential learning model, and (3) students’ response after the experiential learning model is implemented in writing subject of VIII C students in SMPN 3 Penebel. This classroom action research was conducted in two cycles which consists of five components; design, implementation, observation, evaluation, and reflection. The subjects of this study were teacher and VIII C. Observation, test, and questionnaire were the collection technique. The data were analyzed qualitatively and quantitatively. It was found that; (1) students’ competence is improved after experiential learning model was implemented, it can be seen from the initial reflection which showed that the students’ average score is 65. Their average score in cycle I is 74.3. Their average score in cycle 2 is 86. Those have achieved the minimum completeness criterion, 75. (2) The learning steps of implementing the experiential learning are introduction, content, and conclusion. (3) The students’ response is improved in every cycle. In cycle I, students’ responses are 1243 with average 43 positive categories. In cycle II, the responses have increased into 1410 with average 49 very positive categories. Thus, experiential learning model can improve students’ competence in writing poem. It is suggested that; (1) Indonesian language teacher or other teacher can use this learning model as guidance in teaching; and (2) other researchers can conduct a continuation research related to experiential learning model.
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Logita, Embang, and Nana Triana Winata. "PENGARUH KETERLIBATAN GURU-SISWA DALAM MENULIS KARANGAN EKSPOSISI MENGGUNAKAN MODEL EXPERIENTIAL LEARNING DI SMA NEGERI 2 INDRAMAYU." Bahtera Indonesia; Jurnal Penelitian Bahasa dan Sastra Indonesia 5, no. 2 (September 14, 2020): 204–21. http://dx.doi.org/10.31943/bi.v5i2.96.
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In learning expositional text, there is material to identify, compile, analyze, and produce. Producing as a final project of learning exposition text because in producing students are able to think critically and student are considered to have mastered the material about identifiying, compiling and analyzing. Producing in exposition text materian in the form of writing.
The use of models, methods and techniques in learnin exposition text is very important to help students more easily understand the subject conveyed by the teacher. The use of experiential learning in the learning process is an effort to develop and build student’klowlegde through their experiences.
Teacher-student involvement through an experiential learning models based on student intelligence to improve skills in producing exposition text is a models that involves the active role of student by writing down their own ideas based on the experiences of student who vary according to their reseptive intellegences so that each student in producing exposition text will be varied so that this learning models is expected to help student develop or improve wrting skill especially in producing text.
Keyword: exposition text, experiential learning, teacher-student involvement
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Yulianti, Ria, and Achyana Izzatun Nisa. "IMPLEMENTING EXPERIENTIAL LEARNING IN WRITING CLASS." UAD TEFL International Conference 1 (November 20, 2017): 447. http://dx.doi.org/10.12928/utic.v1.199.2017.
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The objective of this paper is to describe the implementing of experiential leaning in writing class. Writing is the process of expressing ideas into a good writing and composing the ideas into a proper arrangement. Writing is one of language abilities that is taught in the school. The students should be mastered some text types in writing class, such as descriptive text. Descriptive text is a text which says what a particular thing, person or place is like. In the writing process, the students face some problems in writing, such as finding ideas, developing ideas, and arranging ideas into good composition. In this case, the teacher uses a new method to solve that problems. The teachers use experiential learning to enhance the students’ writing. Experiential learning is a learning method where the educators engage the students to learn through experience directly to enhance students’ knowledge and skills. It is also called learning by doing. The steps of implementing experiential learning are doing, reflecting, analyzing, generating and application. In descriptive writing, the students can describe the object easily because they use real experience. The students also feel more enthusiasm in learning process. Therefore, hopefully the students can expand their writing in good construction.
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Pinnegar, Stefinee, Eliza Pinnegar, and Celina Dulude Lay. "Using Story to Understand Teacher Knowledge." LEARNing Landscapes 11, no. 2 (July 4, 2018): 55–60. http://dx.doi.org/10.36510/learnland.v11i2.946.
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The knowledge preservice teachers bring is experiential, grounded in stories they’ve lived and told. Because of the way story captures experience, it’s valuable in the learning-to-teach process. In this commentary, we return to narrative research we completed to consider the stories preservice teachers tell in learning to teach. We explore what we know about teaching from stories we’ve told and consider how story positions teacher educators. These explorations provide narrative insights that guide us in developing stronger teachers. These stories allow us to build on teacher knowledge as well as disrupt preconceptions and beliefs within their teacher education.
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Gatti, Lauren. "Learning to Teach in an Urban Teacher Residency." Urban Education 54, no. 9 (May 3, 2016): 1233–61. http://dx.doi.org/10.1177/0042085916641171.
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In this article, I employ sociocultural theory to analyze the learning to teach process of two novice teachers enrolled in one Urban Teacher Residency (UTR). Findings show that Genesis and Jackie were differentially drawing on programmatic, disciplinary, relational, experiential, and dispositional resources as they learned to teach in an urban context. I show that programmatic resources of supervision and classroom management requirements (i.e., Doug Lemov’s Teach Like a Champion) not only differentially influenced teachers’ learning and development but also differentially impacted the development of trust with students.
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Brinia, Vasiliki, Paraskevi Psoni, and Eleni-Konstantina Ntantasiou. "How to Instill Cultural Values in the New Generation through Cultural Promenades and Ancient Drama: A Field Research." Sustainability 11, no. 6 (March 23, 2019): 1758. http://dx.doi.org/10.3390/su11061758.
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The present study investigates whether experiential learning through cultural promenades and ancient Greek drama can constitute an effective method of instilling cultural values in the new generation. For this reason, field research was conducted in the broader area of Acropolis in Athens, Greece. Qualitative research through in-depth interviews followed, in order to record 42 student teachers’ perceptions after their own experiential contact with the method of cultural promenades. This research method with teacher candidates during their vocational training as future teachers is of great importance, as it will indicate whether the method of instilling cultural values through cultural promenades and ancient Greek drama is effective enough to be adopted in later teacher candidates’ teaching in schools. The choice of the sample is strategic, since the teaching specialty of the majority is economics and management, and thus teachers get acquainted with an innovative experiential methodology on teaching economic and cultural sustainability, which—according to literature—are interconnected. The findings reported valuable insights on the effectiveness of the said teaching methodology. The present research is the first that focuses on the descriptive interrelations among cultural promenades, experiential learning, cultural values, and sustainability, and thus it provides policy makers and teachers with invaluable insights.
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Swennen, Anja. "Experiential learning as the ‘new normal’ in teacher education." European Journal of Teacher Education 43, no. 5 (October 14, 2020): 657–59. http://dx.doi.org/10.1080/02619768.2020.1836599.
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Blair, Denice J. "Experiential Learning for Teacher Professional Development at Historic Sites." Journal of Experiential Education 39, no. 2 (February 17, 2016): 130–44. http://dx.doi.org/10.1177/1053825916629164.
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Cabral, Helen S. "Implementation of the Experiential Learning Courses of the College of Teacher Education and Arts and Sciences: An Assessment." American Journal of Multidisciplinary Research and Innovation 1, no. 3 (July 4, 2022): 37–42. http://dx.doi.org/10.54536/ajmri.v1i3.286.
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The Experiential Learning Courses (ELC) are indispensable components of the New Teacher Education Curriculum per CHED Memorandum Order No. 30 s., 2004. This is pursuant to the National Competency-Based Teacher Standards (NCBTS), core of the Teacher Education and Development (TEDP) of the government. The researcher utilized descriptive research in here with the aid of an instrument on Practice Teaching used by the CTEAS Practice Teaching supervisors in evaluating the exposure of the pre-service students and the implementation of the Experiential Learning Courses (ELC). The instrument used were the accomplished evaluation rating sheets of the Practice Teachers for the first and second shifts during their deployment in the second semester from SY 2010 – 2011 to 2013 – 2014. These were accomplished by the cooperating teachers where the Practice Teachers were assigned. The instrument was composed of three parts namely; instructional competence, professional and personal characteristics, and punctuality and attendance. There were three subcomponents of instructional competence namely lesson planning, learner’s involvement, and school, home and community involvement. It was found out that the student teachers both for BEED and BSED are within the age expected of them to be completing for the tertiary level of education. Mostly were female and have a very satisfactory academic performance. Also, the performance of BEED and BSED student teachers in demonstration teaching is very satisfactory in instructional competence, professional and personal characteristics, and attendance and punctuality. And the BEED and BSED student teachers displayed difference in terms of professional and personal characteristics. Therefore, these results could be a baseline for future improvement of experiential learning courses.
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Miller, Dianne, and Sampson Twum. "The Experiences of Selected Teachers in Implementing Place-Based Education." in education 23, no. 1 (June 7, 2017): 92–108. http://dx.doi.org/10.37119/ojs2017.v23i1.282.
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This study explores the experiences of selected teachers undertaking place-based education (PBE) in a prairie region, the challenges they encounter, and their understanding of the knowledge and skills required to implement PBE. PBE is defined and described. Five individual teachers and one teaching team of two who practice PBE are interviewed. The findings are reported thematically and implications for teacher education are discussed. The varied practice of these teachers is instructive for educators interested in holistic, inquiry-based methodologies rooted in local settings and points to directions for teacher education programs to take in implementation.Keywords: Place-based education; outdoor learning; community engagement; experiential learning; curriculum outcomes; assessment; teacher education; deschooling
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Zavadskienė, Loreta, and Remigijus Bubnys. "THE ROLES OF UNIVERSITY TEACHERS IN BUILDING TEACHER STUDENTS’ CAPACITY OF REFLECTIVE PRACTICE THROUGH THE PROCESS OF EXPERIENTIAL LEARNING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 600–610. http://dx.doi.org/10.17770/sie2018vol1.3239.
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As the carried-out research study shows, proper interpretation of the concepts of reflective learning, the reflective practitioner and the experiential learning theory in the context of higher teacher education provides a solid theoretical background for the analysis of the teaching-learning process of pre-service teachers’ reflective practice and the support to be provided by teacher educators. By employing the method of the scientific literature review, the current research paper aims to investigate the roles of teacher educators within the framework of the afore mentioned theories that are considered to ensure adequate assistance to pre-service teachers in their becoming reflective practitioners. As the results show, in order to carry out effective facilitation, teacher educators should acknowledge and adopt a wide variety of roles while developing pre-service teachers’ capacity of reflective practice.
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Bevz, Olena. "TRAINING EFL TEACHERS THROUGH LOOP INPUT IN METHODOLOGY SESSIONS." Problems of Modern Teacher Training, no. 2(26) (September 22, 2022): 28–35. http://dx.doi.org/10.31499/2307-4914.2(26).2022.267596.
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The article explores the loop input approach as a special type of experiential training in teacher education. The research, conducted with 21 EFL trainee teachers at the Faculty of Foreign Languages, Pavlo Tychyna Uman State Pedagogical University is aimed at studying trainee EFL teachers’ attitude towards loop input-based training in methodology sessions and its capability to affect their reflective skills. The findings of the research allow the author to conclude that loop input training involves trainee teachers into their learning on multisensory level and ensures deeper processing due to the recursion, reverberation between process and content and through reflection over the newly gained experience with the possibilities of transferring it to their own teaching.
Keywords: experiential training; loop input; EFL trainee teachers; EFL Methodology teaching; training sessions; Pre-Service Teacher Training (PRESETT) Curriculum on Methodology (Bachelor’s level); The New Generation School Teacher Project.
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Donnelly, Roisin. "Integrating Learning Technologies with Experiential Learning in a Postgraduate Teacher Education Course." Studying Teacher Education 2, no. 1 (May 2006): 91–104. http://dx.doi.org/10.1080/17425960600557512.
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Skelly, Sonja M., and Jennifer C. Bradley. "The Importance of School Gardens as Perceived by Florida Elementary School Teachers." HortTechnology 10, no. 1 (January 2000): 229–31. http://dx.doi.org/10.21273/horttech.10.1.229.
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While gardening is the number one hobby in the United States, elementary schools are just beginning to explore the use of school gardens as a means to enhance classroom learning. School gardens can reinforce classroom instruction by offering opportunities for experiential learning. The benefits of experiential learning allow for a better understanding of concepts as the hands-on approach provides meaningful and tangible experiences. While many teachers have anecdotally attested to the benefits of school gardens, there is little empirical evidence documenting their impact. In Fall 1997, the University of Florida hosted a competition for the best elementary school garden in Florida. Results from a research questionnaire completed by participating teachers indicated that teachers used school gardens infrequently, with the majority using the garden as an instructional tool no more than 10% of the time. Many teachers did, however, indicate that school gardens were used for environmental education (97.1%) and experiential learning (72.9%), and 84.3 % of teachers said that related activities enhanced student learning. Findings also indicate that the teachers surveyed had relatively new gardens and teachers lacked, or were unaware of educational resources to assist with garden learning. This paper describes and interprets the results of the teacher questionnaire.
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Silva, Fabrício Oliveira da, Ingrid A. Silva Alves, and Lecia Carneiro de Oliveira. "Initial teaching training by homology in PIBID: experiential learning from professional practice." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 1, no. 1 (December 25, 2020): 11638. http://dx.doi.org/10.20952/jrks1111638.
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In this article we discuss homology learning that teachers in initial training, participating in the Institutional Program for Teaching Initiation Scholarships - PIBID, achieve in the relationship they establish with teachers of the basic school. The central objective aimed to understand homological learning in the process of teacher education for undergraduate students in Pedagogy, considering the insertion in the school routine, in which educational experiences are learned and apprehended through the process of relating to the other. As a theoretical framework for carrying out the work, we anchor the analytical perspective from the contributions of Silva (2016), Silva (2017), Nóvoa (2002), Tardif (2003), among others. The study is affiliated with the (auto) biographical approach, in which narratives are central elements for understanding what is lived and learned. We use narrative interviews with information collection devices. The results indicate that the licensee who experiences educational practices in school daily life, while participating in PIBID, has the possibility of generating teaching learning, revealing knowledge about his personal / professional development. It is also evident the production of knowledge that emerges from the experience, from the very insertion of the student in the school routine, in which the relationship that the teacher in initial training establishes with teachers in service generates conditions of learning through homology.
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Ngo, Huong Thanh, and Thanh Dac Nguyen. "The Abilities Related to Organizing Experiential Learning Activities for Vietnamese Undergraduate Teacher Training Students." International Journal of Learning, Teaching and Educational Research 20, no. 9 (September 30, 2021): 222–35. http://dx.doi.org/10.26803/ijlter.20.9.13.
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Experimental learning, often known as hands-on learning, is a kind of active learning that takes place in the classroom. Many institutions globally have utilized it to build educational programmes, and it is widely regarded as a best practice in the field. Specifically, the purpose of this research was to examine the feasibility and efficacy of improving students' capacity to design experiential learning events in order to better prepare them for the job. Participants in this research included a total of 470 participants, including 420 students, 50 lecturers and representatives from the Ho Chi Minh City University of Education's Youth Union and Students Association. They responded to seven questions regarding their ability to organize experiential learning activities for undergraduate students, as part of a broader questionnaire they completed. However, while both lecturers and students recognized the critical importance of abilities related to the organization of experiential learning activities, the findings of the study revealed that these abilities were not well designed or efficiently purposed for undergraduate students in the context of experiential learning. In order for students to improve their professional skills and gain more useful experience in the area of event planning, they should be encouraged and taught accordingly.
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Helou, PhD, Mammy M., and Linda K. Newsome, Ed.D. "Application of Lev Vygotsky’s Sociocultural Approach to Foster Students’ Understanding and Learning Performance." Journal of Education and Culture Studies 2, no. 4 (November 19, 2018): 347. http://dx.doi.org/10.22158/jecs.v2n4p347.
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<p><em>The current study endeavours to explore the application of the Vygotskian sociocultural approach to students’ cognitive development, particularly as related to the employment of experiential and peer learning, from both teacher and student perspectives. This is followed by a discussion of the inferences made in relation to the contributions of experiential and peer learning as salient educational delivery modes. As such, a presentation of teachers’ recounts about learning to teach, and students’ reflections on teaching to learn are provided. Finally, the current study concludes with: 1) Insightful erudition learning and teaching curves impacting students’ performance, retention and progression; and 2) Directions for future research in the area.</em></p>
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Nirtha, Eva Nirtha, Bambang Ismanto Ismanto, and Bambang Suteng Sulasmono. "LCL Model Experiential Learning based Training Model Development to Improve Teacher Competence in Designing Learning." JPI (Jurnal Pendidikan Indonesia) 10, no. 3 (October 18, 2021): 430. http://dx.doi.org/10.23887/jpi-undiksha.v10i3.33832.
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Teacher’s competence in designing learning is one of the important aspects in getting the success of education. Based on preliminary research, any teacher didn’t make a learning design in teaching. Professional teacher certainly has variety experiences. However, experience-based training has rarely been given for the professional teacher. This research aimed to produce and determine the effectiveness the LCL model-based Experiential Learning training model to improve teacher competence in designing learning. It was developed based on Borg and Gall R&D model, carried out until the seventh stage using qualitative and quantitative approaches. The average validity score is 82.5 categorized as highly deserving by validators. ANCOVA's test results showed that there is a significant difference between classes, with the value of [F= (1,58), D=83,29, ρ=0.000, ƞρ2=0,58] significance value ρ=0.05. Based on the LSD table, the average corrected value of the treatment group was 72.84, while the control group was 45.69. It concluded that the training model is feasible and effectively used. This training model can be used as an alternative training to improve teacher competence, especially in designing learning that meets the elements of the 21st century learning paradigm and it has been completed by training tools such as module, guides and necessary hands-out.
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You, Sungyeol. "Exploring the Meaning of the Curriculum Space for Creative Experiential Activities." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 21 (November 15, 2022): 1043–58. http://dx.doi.org/10.22251/jlcci.2022.22.21.1043.
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Objectives In this study, by synthesizing and analyzing the cases of the curriculum implemented by the teacher, we explored the meaning of the curriculum space for creative experiential activities when the teacher implements the curriculum. Methods To this end, we comprehensively review the literature related to creative experience activities to understand the status and meaning of creative experiential activities as a curriculum standard. Twenty eight cases of curriculum including experiential activities were analyzed. Results The meaning of creative experiential activities as a curriculum space were divided into two categories. First, creative experiential activities were a curriculum space that had a continuous relationship with the curriculum. This is because, in relation to the subject, students want to continue learning, learn more, and want to learn again. Second, creative experiential activities were a curriculum space that had a discontinuous relationship with the curriculum. This is because it was also a space to create programs, activities, and experiences unique to creative experiential activities that dealt with sporadically occurring demands in the field and were discontinuous from previous learning. Conclusions Through this, creative experiential activities deepen the learning achieved through the subject, on the other hand, create and deal with the demands that the subject does not contain as a curriculum, and ultimately promote the complete growth of students in a complementary relationship with the subject.
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Thote, Prashant, and Gowri S. "EVIDENCE BASED LEARNING: AN ANALYSIS OF IMPACT OF EXPERIENTIAL LEARNING ON ATTAINMENT OF INTENDED SPECIFIC LEARNING OUTCOME." International Journal of Research -GRANTHAALAYAH 9, no. 1 (January 25, 2021): 66–74. http://dx.doi.org/10.29121/granthaalayah.v9.i1.2021.2971.
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The intension of the present study is to enhance the conceptual understanding amongst Grade 12 School students. As a teacher, it is very challenging to make the learners to be strong and have deep understanding in the theoretical concept for its application in day- to-day life. The experiential learning activities enhance the deep learning. The purpose of the study is to investigate the effect of experiential learning activities designed for the concept “corrosion” on the academic performance amongst Senior Secondary School students in Chemistry. Totally 40 students participate in the study. The samples are drawn using Purposive sampling technique. The samples are divided in to two groups: study and the control group based of their performance of formative assessment before the treatment. Students of the study group are taught by using experiential learning activities. The present study is experimental in nature. Data is collected using formative assessment before and after the treatment. Mean, mean difference and standard deviation are the statistical tools applied to analyze the data. Results of the study reveal that experiential learning activities have a positive impact on the deep conceptual understanding to achieve the intended specific learning outcome. Based on the results few recommendations are made.
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Azrai, Eka Putri, Ade Suryanda, and Daniar Setyo Rini. "PENINGKATAN KETERAMPILAN GURU IPA DALAM PENGEMBANGAN SUMBER BELAJAR MANDIRI SEBAGAI SARANA BELAJAR SISWA." To Maega : Jurnal Pengabdian Masyarakat 3, no. 2 (August 5, 2020): 53. http://dx.doi.org/10.35914/tomaega.v3i2.313.
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AbstrakPerubahan paradigma dalam pembelajaran merupakan keniscayaan. Perubahan terjadi dalam desain, proses dan dan penilaian dalam pembelajaran. Perubahan menuntut guru mempersiapkan diri dengan berbagai ketrampilan, salah satunya ketrampilan pengembangan sumber belajar. Sumber belajar yang dikembangkan guru tentunya memiliki keunggulan dibandingkan dengan sumber belajar yang sudah tersedia seperti buku paket. Tujuan dari kegiatan pengabdian ini adalah untuk meningkatkan motivasi, pengetahuan dan ketrampilan guru dalam pengembangan sumber belajar yang dapat digunakan dalam belajar mandiri. Kegiatan pengabdian ini menggunakan metode experiential learning dengan pendekatan participant-centered melalui teknik case study, dan simulasi, dilanjutkan dengan praktek pengembangan sumber belajar dengan pendampingan oleh tim pengabdian pada Masyarakat. Luaran dari kegiatan ini adalah peningkatan motivasi, pemahaman dan ketrampilan guru-guru IPA MTs se Kabupaten Bogor dan berhasilnya guru mengembangkan produk sumber belajar yang digunakan dalam pembelajaran.Kata Kunci: experiential learning; keterampilan guru; sumber belajar.AbstractThe change in paradigm in learning is a necessity. Changes occur in the design, process and assessment of learning. Change requires teachers to prepare themselves with various skills, one of which is the development of learning resources. Learning resources developed by teachers certainly have advantages compared to learning resources that are already available such as textbooks. The purpose of this community service activity is to increase the motivation, knowledge and skills of teachers in developing learning resources that can be used in independent learning. This community service uses the experiential learning method with a participant-centered approach through case study techniques, and simulations, followed by the practice of developing learning resources with mentoring by the community service team. The output of this activity is increasing motivation, understanding and skills of MTs IPA teachers in Bogor Regency and the success of teachers in developing learning resource products that are used in learning.Key Word: experiential learning; learning resources; teacher skills.
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Mazeikiene, Natalija, and Egle Gerulaitiene. "GENDERED LEARNING BIOGRAPHIES: BECOMING A TEACHER IN MULTICULTURAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 468. http://dx.doi.org/10.17770/sie2017vol2.2318.
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Research presented in the paper focuses on learning biographies and professional identity development of 14 female and male teachers at university colleges in Norway. Biographical narratives reveal subjective accounts and perception of gender roles and it exposes interaction of formal, non-formal, informal experiential learning in different cultural contexts (journeys), combination of learning, work and family life. Learning as a lifelong process is inter-woven with distribution of power in society, social stratification, structural economic and labour market processes, social identities (including gender) and relation between various spheres of social life (public and private, work, family and learning, etc.). In the settings of late modernity globalisation and the process of disembedding mechanisms of social institutions allow individuals to experience new cultures, new lifestyles and feel disembedded and detached from institutions. Internationalization of higher education is an example of empowering detachment mechanisms, when people choose to learn in different cultural settings and develop intercultural competence through experiential learning. The aim of the paper is to analyse (re)construction of self-identity in biographical narratives and conceptualize male and female learning biographies and learning paths in becoming teachers in multicultural education.
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Fenta, Kindie Birhan. "INSTRUCTORS’ CONTRIBUTION TO PROSPECTIVE TEACHERS’ EXPERIENTIAL LEARNING IN PRESERVICE SECONDARY SCHOOL TEACHER EDUCATION PROGRAMME." Research in Pedagogy 9, no. 2 (2019): 107–26. http://dx.doi.org/10.17810/2015.95.
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Speicher, Stephanie. "Building community using experiential education with elementary preservice teachers in a social studies methodology course." Journal of Global Education and Research 5, no. 2 (December 2021): 111–20. http://dx.doi.org/10.5038/2577-509x.5.2.1030.
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There is urgency for teacher educators to instruct preservice teachers in the tenants of social justice education. This urgency is based upon the American demographic landscape and the responsibility of educators to teach for social justice. Preservice teachers report feeling inadequately prepared to educate for social justice when entering the classroom setting (citations from below). Feelings of incompetence in social justice teaching expressed among preservice teachers coupled with minimal examination in the literature of the effects of teacher education practices that aid in the readiness to teach for social justice provided the foundation for this study. This study examined experiential methodologies that can prepare preservice teachers to teach for social justice, particularly within a social studies context. The study focused on two research questions: (a) How do preservice elementary teachers in a social studies methods course conceptualize teaching for social justice within an experiential framework? (b) In what ways did preservice teachers operationalize teaching for social justice in the practicum classroom? Also examined was how the development of community in a social studies methodology course fostered the understanding of teaching for social justice. The findings highlight how preservice teachers were able to conceptualize building communities with experiential methods to teach for social justice and how doing so created an effective learning community. Although the preservice teachers valued the implementation of experiential methods to foster the teaching of social justice, difficulties were expressed in their incorporation of experiential methods in the practicum environment due to a lack of confidence, teaching competence, or collegial support.
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Toombs, Jessica, Christopher Eck, and J. Robinson. "The Impact of a Project-Based Learning Experience on the SAE Self-Efficacy of Preservice Teachers." Journal of Agricultural Education 63, no. 1 (April 1, 2022): 29–46. http://dx.doi.org/10.5032/jae.2022.01029.
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The Supervised Agricultural Experience (SAE) program is a valuable component of school-based agricultural education (SBAE). SAE component outcomes consist of real-world career exposure and skill development through experiential learning. Unfortunately, the SAE program is often the weakest component of SBAE in local programs. As such, SBAE teachers regularly request professional development in supervising student SAE projects. To address this need, we evaluated preservice teachers’ self-efficacy for teaching SAE throughout a semester-long course focused on the topic. We were especially interested in how self-efficacy changed over time, and we used an explanatory mixed-methods approach to do so. Our findings revealed that preservice teachers increased their perceived SAE self-efficacy by one full point on a 5-point scale, as a result of the course, when comparing data from Week 1 to Week 16. Financial data records of SAEs were perceived as the lowest SAE self-efficacy item for preservice teachers. Focus group members identified mastery experiences in the form of experiential learning and vicarious experiences of course instructors as contributing factors to their increase in SAE self-efficacy. It was recommended to course instructors to continue experiential learning projects and employing current and previous SBAE teachers as course instructors and guest speakers while also revising instruction related to The Agricultural Experience Tracker. Peer institutions should consider an experiential learning experience in relation to SAE supervision in their SBAE teacher preparation program.
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Dakwa, Loy. "Beginning Teachers' Experiential Learning in the Era of Common Core." Journal of School Administration Research and Development 1, no. 2 (December 10, 2016): 41–48. http://dx.doi.org/10.32674/jsard.v1i2.1919.
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This qualitative, single-case study described the professional learning experiences of a group of beginning teachers who participated in a California teacher induction program. The study contributes to an understanding of factors that form the foundation of professional learning as perceived by the participants. Furthermore, the study adds to extant literature on induction, including the transition period between pre-service and in-service phases, experiential learning throughout day-to-day events and action research undertook during inquiry-based projects. The following themes emerged from the study: transition from pre-service to induction, context for teaching and learning, collaboration with peers, subtle shift from content standards to Common Core standards, questioning and ascertaining the merits of inquiry as professional development, learning by experimentation and from life experiences, current practice as the ultimate payoff, nurturing experiential learning, obstacles to induction, and managing the 21st-century classroom. While beginning teachers perceived induction as one aspect of their professional learning, they deemed other factors, such as school climate, leadership, and bureaucracy as elements that could either advance or thwart their development.