Research article    |    Open Access
International Journal on New Trends in Education and Their Implications 2012, Vol. 3(3) 60-73

Teaching Experience - Improving Teacher Education with Experiential Learning

Teresa BEHR, Katrin TEMMEN

pp. 60 - 73

Publish Date: July 31, 2012  |   Single/Total View: 0/0   |   Single/Total Download: 0/0


Abstract

At the basis of all current theories of experiential learning, action-oriented learning, student activation and similarly related principles, lies one simple truth: Human beings learn better when they can act and discover new facts for themselves. The value of hands-on learning is no longer in any real doubt, and it is being increasingly implemented in various school types and grade levels. However, when it comes to teacher education, many countries still continue to educate overwhelmingly in the "academic" style -- students sitting in a lecture hall or seminar room and listening to (or, in the best case, discussing) ideas and theories of how to teach. Drawing on several small-scale studies of different school types and age groups in Germany, this paper will show the pressing need to implement hands-on learning during university teacher education. After all, we cannot expect teachers to teach what they do not know themselves.

Keywords: Experiential Learning, teacher education, Germany


How to Cite this Article?

APA 7th edition
BEHR, T., & TEMMEN, K. (2012). Teaching Experience - Improving Teacher Education with Experiential Learning. International Journal on New Trends in Education and Their Implications, 3(3), 60-73.

Harvard
BEHR, T. and TEMMEN, K. (2012). Teaching Experience - Improving Teacher Education with Experiential Learning. International Journal on New Trends in Education and Their Implications, 3(3), pp. 60-73.

Chicago 16th edition
BEHR, Teresa and Katrin TEMMEN (2012). "Teaching Experience - Improving Teacher Education with Experiential Learning". International Journal on New Trends in Education and Their Implications 3 (3):60-73.