Experiential Learning, Conditional Knowledge and Professional Development at University of Nairobi, Kenya—Focusing on Preparedness for Teaching Practice

Abstract

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.

An Exploratory Study about the Role of Experiential Learning for Developing Professional Skills at Higher Education

“…Some of the students themselves started the task as they used previous knowledge regarding it. It was also revealed through the data that creative thinking and problem solving and creative thinking skills are the tire need of modern times which can be transmitted through experiential learning as evidenced by the study Amolloh, Lilian, and Wanjiru (2018), whose findings showed that problem solving and critical thinking abilities and knowledge could be availed through experiential learning. Another study's findings revealed that the E.L. model could foster creative thinking skills in students (Meyer, 1982;Sheih & Chang, 2014).…”

Guide Pedagogical Students to Design and Organize Experience-based Learning Activities in Schools

“…The principles and practices of experiential learning have been widely adopted in models, programs to conduct academic courses such as competency-based education (Miettinen, 2000;Ahmed, 2018), professional training (Richard, Cowen & Kolb, 1995;Akhigbe, 2018;Amolloh, Lilian & Wanjiru, 2018;Tiessen, Grantham & Cameron, 2018;Stefano, Ruvolo & Mauro, 2019), college programs for adult learners, and prior learning assessment (Simosko, 1998;Andrews, Brown & Mesher, 2018;Awidi & Paynter, 2019;Bhati & Song, 2019), service learning (Angela, Bruce, Kevin, Mandar & Kurtis, 2011;Aissaoui, Alami, Oughdir & Allioui, 2018), problem-based learning (Bethell & Morgan, 2011;Gomez & Nasir, 2019;Harfitt, 2019;Stephanie, Lockwood, Hill & Randell, 2020;Setiyani, Harnanik, Lianighsih & Susilowati, 2020), action learning (Louise, 1994). The experiential lessons provide students with an opportunity to experience concepts, give students a more productive, more meaningful understanding of course concepts, and of how they operate in the real world.…”

Modeling Expertise Through Decision-based Learning: Theory, Practice, and Technology Applications

“…When one uses their conditional knowledge, they regulate and direct their conceptual and procedural knowledge. Amolloh, Lilian, and Wanjiru (2018) asserted that conditional knowledge aids critical thinking and problem solving at a higher level.…”

“…Bransford et al (2000) noted that one thing that sets experts apart is that their knowledge is conditionalized (see also Renkl & Mandl, 1996;Swan et al, 2020;Whitehead, 1929). Not only do they have knowledge of concepts and procedures, but they also understand the conditions under which to apply that knowledge (Amolloh et al, 2018;Elvira et al, 2017;Lorch, Lorch, & Klusewitz, 1993). As Barrotta and Montuschi (2018) put it, experts have "knowledge of the specific relevant circumstances to which [theory] is applied" (p. 390).…”