In addressing the theory-practice divide, this research provides valuable insight into preservice teachers’ (PSTs) learning through an experiential learning (EL) framework during teacher education. Utilizing an interpretivist approach, this study aims at providing insight on how PSTs link the manner in which they learned during teacher education to how they teach during school placement. Evidence suggested participants valued faciliating enjoyable and meaningful learning experiences for their students in the course of learning through an EL approach. Learning through an experiential approach provided the PSTs with confidence in what to teach. However, the PSTs also assumed their own students would have similar responses to the learning experiences they had themselves when completing tasks during teacher education. PSTs were limited in their ability to recognize student learning and in understanding student capacity for progression. Implications of the findings for teacher education are discussed.
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Michelle Dillon, Deborah Tannehill, and Mary O’Sullivan
INTERNATIONAL SPORT COACHING JOURNAL
DIGEST – VOLUME 10 ISSUE 1
cultural factors (e.g., local teaching norms) and address community challenges. Furthermore, future programs should position coaching strategies in a holistic experiential learning framework to optimise life skills development and transfer. The Two Continua Model for Life Skills Teaching Camiré, M. (2022
Adam Cohen and Calvin Nite
. , Leflay , K. , Smith , J. , Bowd , B. , & Barber , A. ( 2013 ). Encouraging the development of higher-level study skills using an experiential learning framework . Teaching in Higher Education, 18 ( 5 ), 545 – 556 . doi:10.1080/13562517.2012.753052 10.1080/13562517.2012.753052 Hammerman , D
Makena R. Lynch, Leeann M. Lower-Hoppe, Shea M. Brgoch, James O. Evans, Richard L. Bailey, Mark Beattie, Moetiz Samad, and Ashley Ryder
in the Literature This study formally evaluated mock trial within Kolb’s experiential learning framework as it pertains to sport management education. While previous work has implicitly recognized mock trial as an experiential learning device, our current understanding of the efficacy of mock trial
