Coming to Terms With Experiential Education: Teachers' Deliberations and Actions

• In Event: 16.059 - Poster Session 2
  In Poster Session: 16.059-1 - Division K Section 3 Poster Session 3

Abstract

The gap between theory and practice provides the backdrop for this study of a group of teachers grappling with implementing experiential education practices in their classrooms. Having participated in their own experiential opportunity as part of coursework in progressive pedagogies, this group of teachers journeyed both in isolation and as a group to determine if what they were teaching in their own classrooms was indeed “experiential”. Whereas in the end they do not come to a single definition of experiential education, they do come to understand what the theory means for them in their individual contexts. This study provides an illustration of what the journey to praxis looks like for participants and provides additional images of possibility in experiential education.

Authors

• Jocelyn A. Glazier, University of North Carolina - Chapel Hill

• Mandy Bean, Dartmouth College