Search results for: Experiential learning
Page 1/4 35 items
Changes in attitudes and willingness to use co-teaching through pre-service teacher training experiences
This study focuses on pre-service training. Three groups of student teachers were created: one group received conceptual training only, another received conceptual training and the opportunity to co-teach, and a third group received initial conceptual training and explanations on its use from a member of the second group. An explicative sequential mixed design was chosen, which combines a quantitative study, conducted on a pre-post basis to compare test results on attitude and willingness to use co-teaching, with a qualitative study to analyse co-teaching student-teachers’ perceptions in both their own learning experience and the learning experience of the pupils. The results show that those who received only conceptual training modified their attitudes to a lesser degree and curiously, those in the group receiving explanations from a peer improved the most.
Updated: Apr. 17, 2021
Using Virtual Reality to Augment Museum-Based Field Trips in a Preservice Elementary Science Methods Course
Positioned in the context of experiential learning, this paper reports findings of a virtual reality field trip (VRFT) in conjunction with an in-person field trip involving preservice teachers in an elementary science methods course to a local natural history museum. Findings included that virtual reality (VR) is best used after a field trip to encourage student recall of the experience, but only when done for a limited time to avoid VR fatigue. The types of experiences that preservice teachers thought VR would be good for in their science classrooms included the ability to visit either inaccessible or unsafe locations, to explore scales of size that are either too big or too small, and to witness different eras or events at varying temporal scales. Furthermore, this study uncovered potential equity issues related to VRFTs being seen as a viable alternative if students could not afford to go on field trips. Further research needs to be conducted to better understand the impact of VRFTs on student learning outcomes and take advantage of recent improvements in VR technology.
Updated: Mar. 15, 2020
The purpose of this study was to examine the experiences of teacher education students participating in an experiential learning environment designed to support active play opportunities for children. 43 Participants completed a 5-hour recess assistance volunteer activity, thereby leading active play, and were then asked to write about their experiences. Student journal reflections were examined by researchers and coded in three phases: open, axial, and selective coding. Findings indicated student teachers perceived three educational and professional development needs to successfully facilitate active play opportunities as future teachers: pedagogical experiences, content-based experiences, and relationship building.
Updated: Feb. 25, 2020
This report introduces a way of engaging preservice teachers in experiential learning activities to enrich their pedagogical content knowledge and skills. The framework suggested can be applied to instruction in a wide range of disciplines in different contexts. It calls on teacher educators to work on similar experiential learning initiatives to equip novice teachers with the necessary pedagogies and competence for their future careers.
Updated: Jan. 13, 2020
This study explored how preservice teachers' knowledge and pedagogy is enhanced through participation of online book clubs with third graders. Findings reveal that the role of digital book clubs offered benefits including communication with authentic audience, increased think time for response, and improved motivation and engagement.
Updated: Aug. 09, 2017
An Investigation into the Contents and Aspects of College Students’ Reflective thoughts during Field Experience Description of concrete experiences
In this study, the researchers designed and implemented a field experience course based on an experiential teaching method (Boud, Cohen, & Walker, 1993). In addition, the study investigated college students’ reflective thoughts and learning aspects. This study suggested that the concepts established through the experiences do not necessarily develop immediately into active experimentation. These results also presented the challenges faced by students during the process of reflection. Because students’ contents of reflective thoughts were relatively lacking in the aspect of active experimentation, the current study recommended that for future design, educators could focus on how to provide learning experiences that bridge reflection to action for students.
Updated: Feb. 01, 2017
This article aims to explore the theoretical structure of what the authors call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within the authors' own work in an Early Childhood Education Masters in Education program and their commitments to preparing teachers to support diverse populations of children.
Updated: Jan. 02, 2017
Development and Evaluation of a Training on Need-Supportive Teaching in Physical Education: Qualitative and Quantitative Findings
The purpose of this study was to develop a training for physical education (PE) teachers on how to create a need-supportive learning environment. This article described how researchers and experienced secondary school PE teachers closely collaborated to develop a continuous professional development (CPD) training grounded in Self-Determination Theory’s principles of need-supportive teaching. The findings suggest that teachers highly valued opportunities for active participation, collaboration and experiential learning. In addition, the PE teachers highly appreciated the theoretical background information to be able to understand and follow the rest of the training.
Updated: Jan. 01, 2017
The purpose of this study was to examine the impact of an induction programme, based on individual mentoring, had on Education for Sustainable Development (ESD) teaching for both novice teachers and their mentors in primary schools. The results point towards mentoring as a meaningful and effective approach to teacher education for ESD with potential for integrating forms of professional learning communities. The novice/experienced teacher mentoring relationship developed within the ESD induction system implemented during this research highlights the positive implications for both the novice teachers and the mentors. Mentoring can promote teacher interaction and provide a supportive and challenging forum for both intellectual and affective interrogation of practice.
Updated: Sep. 22, 2016
This article describes an innovative teaching approach that uses a fund-raising activity as a method of acquiring social entrepreneurship (SE) skills and knowledge. The programme involved students working with different stakeholders in an interactive learning environment to generate real revenue for social enterprises. The three main areas of contribution made in this study are: (1) to provide an insight into how SE education can be delivered more effectively through the use of real world projects; (2) enhance the understanding of the nature and use of a collaborative learning approach within higher education; and (3) provide a model on which university lecturers can build to help students develop the required skills and competences of a social entrepreneur.
Updated: May. 18, 2016