Extending experiential learning in teacher professional development. (August 2016)

• Record Type: Journal Article
• Authors: Girvan, Carina; Conneely, Claire; Tangney, Brendan
• Is Part Of: Teaching and teacher education. Volume 58(2016)
• Page Start: 129
• Page End: 139
• Publication Date: 2016-08
• Subjects: Teacher education -- Professional development -- Experiential learning -- Teacher beliefs; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2016.04.009
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: 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. Highlights: We developed a three phase programme of teacher professional development founded on experiential learning. Teachers' shared reflections demonstrate how the programme influenced their beliefs. Positive outcomes for students were observed by teachers from the very start of the programme. Directly observable changes in student behaviour and outcomes were biggest motivators to maintain changes.