CONSOLIDATING LEARNING FROM EXPERIENCE
- 1 June 1992
- journal article
- research article
- Published by Taylor & Francis in Assessment & Evaluation in Higher Education
- Vol. 17 (2) , 89-100
- https://doi.org/10.1080/0260293920170203
Abstract
The article describes an experiential learning programme at the University School of Education, Newcastle upon Tyne, in which teams of postgraduate trainee teachers undertook problem solving placements in local businesses and public services. The evaluation revealed a contrast between high general satisfaction levels and low perceived relevance to teaching. This is analysed and discussed in relation to the perceptions student teachers develop during their training. The vital importance of briefing and debriefing in experiential programmes is emphasised, as an aid to learning when much of value is easily lost.Keywords
This publication has 3 references indexed in Scilit:
- Classroom Teaching SkillsPublished by Taylor & Francis ,1984
- Reflective LearningJournal of Humanistic Psychology, 1983
- Theories of action that inhibit individual learning.American Psychologist, 1976