No Need for Chaperones: The Role of Field Trips in Teacher Professional Development

• In Event: Empowering Teachers and Pedagogies in Local Contexts

Abstract

The use of field trips to promote student learning has been well documented, but research on how such experiences assist adult learners has been far more limited. Recognizing that lived experiences are the best way to engage people in deeper analysis and reflection, teacher educators in a graduate program for practicing teachers have used field trips to support various learning goals in the program. Through a qualitative study, we examined how practicing teachers characterize the insights gained from the field trips and the extent to which teachers’ engagement with these experiential learning opportunities deepen their understanding of social justice issues in schools.

Authors

• Supriya Baily, George Mason University

• Stacia M. Stribling, George Mason University