Wearing the “Student Hat”: Experiential Professional Development in Expeditionary Learning Schools

Klein, Emily J.; Riordan, Megan

doi:10.1177/105382591103400104

Cited by 19 publications

(17 citation statements)

References 13 publications

(14 reference statements)

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“…There are few models of experiential education of this sort in teacher education. Furthermore, the accounts of what this work means for the teacher educators who do it are limited (Klein & Riordan, 2011). Here, we unearth the complexity of experiential education in teacher education to reveal an image of what changing the pedagogy of teacher education might look like for the instructors themselves.…”

Section: Context and Method: The Program The Course And The Processmentioning

confidence: 99%

Unstable Ground: Unearthing the Realities of Experiential Education in Teacher Education

Glazier

Bolick

Stutts

2017

Journal of Experiential Education

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Experiential education (EE) leads to positive outcomes for K-12 students; however, such practice remains on the periphery of schools. One key to centering EE in classrooms is to do so in teacher education. This study explores what it means to delve into EE as teacher educators alongside our students in field sites far removed from traditional university classrooms. For this self-study, we analyzed instructor journal reflections, research-assistant field notes, and a collective interview transcript. From these, we developed narrative cases of our individual experiences at field sites. Cross-case analysis revealed themes rarely associated with the work of teacher education professors. Like our students, we were confronted in the field with what Christian Itin refers to as physical, social, moral, emotional, intellectual, and spiritual challenges. The shifting realities of our roles as teacher educators revealed what it means to do EE alongside our students. The experience and accompanying reflection prompted us to consider how centering experience in teacher education shifts the oft-directive and didactic nature of our work. To shift their pedagogy, teacher educators must have new images of possibility. Here, we make transparent our journey as teacher education travelers on the path of experiential education.

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Section: Context and Method: The Program The Course And The Processmentioning

confidence: 99%

Unstable Ground: Unearthing the Realities of Experiential Education in Teacher Education

Glazier

Bolick

Stutts

2017

Journal of Experiential Education

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“…As Klein and Riordan (2011) noted in their analysis of a professional development for teachers that involved experiential learning, Knowles' (1980) discussion of andragogy as problem-centered learning for adults aligns with Kolb's active experimentation within learning. Applying concepts and previous experience through real-world applications in the learning process enables adult learners to leverage their previous knowledge and experiences while focusing on the particular problems they face in their professional journeys.…”

Section: Review Of the Literaturementioning

confidence: 98%

Student Perceptions in Homeland Security and Emergency Management Education: Experiential Learning Survey

Danko

2019

Journal of Experiential Education

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Background: Experiential learning is a common instructional method for Homeland Security and Emergency Management (HSEM) education. Purpose: The purpose of this research was to pilot the use of the experiential learning survey (ELS) tool in determining student perceptions of the value and contribution of experiential learning methods in HSEM higher education. Methodology/Approach: The descriptive quantitative study used a census sampling strategy, administering the ELS to students in a graduate HSEM capstone course incorporating experiential opportunities. Findings/Conclusions: Students reported a high level of satisfaction and engagement with the course’s experiential education in part due to its applicability to real-world professional concerns. This included high scores for measures of effectiveness within the ELS subscales. Building on the development and application of the ELS to other fields, the subscales and global scale had good reliability for this study. Implications: This first application of ELS in HSEM education provides insight into student perceptions toward experiential learning practices, and as a tool for evaluating these approaches to HSEM higher education. This pilot supports the ELS as a potential tool in developing research-based practices for instructional development and curriculum evaluations in disciplines incorporating experiential learning.

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“…Research finds traditional professional development always is one-shot workshop that not relates to the curriculum. Simultaneously, Klein & Riordan (2011) makes point that experiential learning can challenge teachers.…”

Section: Effective Teacher Professional Developmentmentioning

confidence: 99%

Exploring Effective Methods of Teacher Professional Development in University for 21st Century Education

Yue

2019

Int J Innov Educ Res

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In the 21st century, the new trends of technology, economy, politics impact social life, workplace and people lifestyle. In turn, university need to alter and innovate curriculum and instruction to teach students with “21st century skills”, such as critical thinking and problem solving, cross-cultural understanding, creativity and innovation, information, communications, media literacy, computing and ICT literacy. Teachers have to foster all of them then can teach students to learn. Under this situation, teacher professional development evoke teachers to meet students needs for 21st century education. Through systematical content analysis on related research works, the author conclude effective teacher professional development methods that contains need assessment of TPD, peer-mentoring, building collaboration, create positive school culture, develop 21st century skills, instructional strategies for active learning, embedding core values, continual professional development, research-based projects and integrated ICT teaching, which can address teacher learning and practice.

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Wearing the “Student Hat”: Experiential Professional Development in Expeditionary Learning Schools

Cited by 19 publications

References 13 publications

Unstable Ground: Unearthing the Realities of Experiential Education in Teacher Education

Unstable Ground: Unearthing the Realities of Experiential Education in Teacher Education

Student Perceptions in Homeland Security and Emergency Management Education: Experiential Learning Survey

Exploring Effective Methods of Teacher Professional Development in University for 21st Century Education

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