Experiential strategies and learning in environmental education: lessons from a teacher training college in Tanzania

LCL Model Experiential Learning based Training Model Development to Improve Teacher Competence in Designing Learning

“…Based on interview results, small-scale research, observation sheets, teacher document studies by checking teacher RPP, teacher competency test results based on teacher PKB report, UKG results on Education Balance Data and literature studies, researchers conducted research and product development in the form of Experiential Learning-based training models. Experiential Learning-based training is proven to assist teachers and prospective teachers in improving their competencies (Bohon et al, 2017;Kalungwizi et al, 2020;Kang & Martin, 2018). This research shows that if the four steps of Experiential Learning are conducted then the training will be very effective in helping teachers and prospective teacher to improve their competence.…”

“…(Widowati 2012, Lalupanda et al, 2019). So from the information, literature studies and results from literature studies show that teacher competence can be improved through Experiential Learning-based training (Bohon et al, 2017;Kalungwizi et al, 2020;Kang & Martin, 2018). At the planning stage also produces the formulation of goals and competencies to be achieved, the formulation of budgets, time and training personnel as well as the selection of development method design using the Dick & Carey model and hypothetical model.…”

“…The implementation of Experiential Learning-based training model showed that if the activities of four were conducted, the training will be very effective in helping teachers and prospective teacher to improve their competence (Bohon et al, 2017;Kalungwizi et al, 2020;Kang & Martin, 2018). But in this LCL training model, the learning activities are not limited to activities that involve physical only, for example, emotional elements or training places are also a separate consideration when carrying out learning activities.…”

“…Then prospective teachers can be responsible for teaching environmental education in the situation of new participants and limited environments. So that the researchers conclude that experiential learning is very suitable to be applied in learning (Kalungwizi et al, 2020).…”

Democratie Processes to Overcome Destructive Power Relations and Sustain Environmental Education in Primary Schools: Implications for Teacher Education in Tanzania

“…Ahmad (2014) considered these linkages an opportunity for the revitalisation of relevant learning. Against this background, we conducted a participatory action research (PAR) project, which is documented in two previous articles (Kalungwizi, Gjøtterud & Krogh, 2018;Kalungwizi, Gjøtterud, Krogh, Mattee, & Ahmad, 2017). The aim of the current paper is to discuss the power relations involved in sustaining the EE process initiated in the PAR project.…”