Empowering Teachers through Experiential Learning: Enhancing Training and Development

سال انتشار: 1402
محل انتشار: دومین کنفرانس بین المللی پژوهش های کاربردی در علوم انسانی، اقتصاد، مدیریت و حسابداری
کد COI اختصاصی: ICRHEMA02_122
زبان مقاله: انگلیسی
تعداد مشاهده: 182

نویسندگان

MA Student of Human Resource Counselling, ELTE University

چکیده

This study employs a qualitative meta-analysis to extensively explore the profound impact of experiential learning on the professional development of teachers. The results reveal tangible benefits, such as enhanced pedagogical techniques and improved classroom management skills, derived from experiential learning. The study advocates for a paradigmatic transformation in teacher preparation, conceptualizing teachers as flexible and self-reflective practitioners. Rooted in the theoretical frameworks of Dewey and Kolb, the continuous and repeating nature of experiential learning is emphasized, fostering ongoing professional development. The paper underscores the holistic role of experiential learning, transforming teachers into agile, reflective practitioners capable of navigating the complexities of modern education. However, the study acknowledges limitations, including the reliance on a qualitative meta-analysis and the passive involvement of participants. The broader significance of the findings lies in advocating for a cultural shift in teacher development, promoting continuous learning, adaptation, and innovation. The study contributes significantly to the discourse on teacher empowerment through experiential learning, addressing key questions and emphasizing the need for a comprehensive approach to teacher development.

کلیدواژه ها

Experiential Learning, Teacher, Paradigm Shift, Continuous Learning

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