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Extending experiential learning in teacher professional development

Girvan, Carina, Conneely, Claire and Tangney, Brendan 2016. Extending experiential learning in teacher professional development. Teaching and Teacher Education 58 , pp. 129-139. 10.1016/j.tate.2016.04.009

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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.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: H Social Sciences > H Social Sciences (General)
Publisher: Elsevier
ISSN: 0742-051X
Funders: NCCA
Date of First Compliant Deposit: 23 June 2016
Date of Acceptance: 29 April 2016
Last Modified: 04 Jun 2017 09:07
URI: http://orca.cf.ac.uk/id/eprint/90763

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