Extending experiential learning in teacher professional development
By Carina Girvan, Claire Conneely, Brendan Tangney. 2016
246 citations recorded by the source corpus.
This paper introduces the use of experiential learning during the early stages of teacher professional development. Teachers observe student outcomes from the very beginning of the process and experience new pedagogical approaches as learners themselves before adapting and implementing them in their own classrooms. This research explores the implementation of this approach with teachers in Irish second level schools who are being asked to make significant pedagogic changes as part of a major curriculum reform. Teachers’ self-reflections, observations and interviews demonstrate how the process and outcomes influenced their beliefs, resulting in meaningful changes in classroom practice.
Subfields: Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/56f827d2c52f56494aacf5349bcb214f16315716
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- P. Sudira
- Tuija Ukskoski
- Maria Ruohotie-Lyhty
- Johanna Kainulainen
- Merja Kauppinen
- Tommi Mäkinen
- Emma Kostiainen
- Nur Kholifah
In Social Psychology
Citations in the corpus
- Crucial problems in arranged the lesson plan of vocational teacher (2021, background): “Teachers during the learning process who do not use learning tools or lesson plan often experience getting lost or losing direction [29].”
- Meaningful learning in teacher education (2018, background): “Other studies have noted that creating a suitable learning environment is important for student teachers’ professional development (Girvan et al., 2016; Korthagen, 2004).”