Learning to Teach Through Informal Learning: Field Trip as a Situated Learning Context

• In Event: 66.080 - Roundtable Session 26
  In Roundtable Session: 66.080-17 - Exploring Educators' Experiences Within an Informal Learning Context

Abstract

Although informal learning has been recognized as a meaningful way in which students acquire new knowledge and skills that are often difficult to gain from formal learning contexts, studies focusing on the impact of informal learning on pre-service teachers’ learning to teach are limited. Guided by Situated Learning Theory, the current study examined how chaperoning middle school students on a two-day field trip impacted pre-service teachers learning to teach. Results indicated that the participants gained confidence in chaperoning students and facilitating instruction in informal learning environments, and obtained important insights regarding student learning behaviors. Findings of the study have important implications for teacher educators regarding how to better use informal learning opportunities in the preparation of pre-service teachers.

Authors

• Qiang (Andy) Cheng, The University of Mississippi

• Stacey Britton

• P. Renee' Hill-Cunningham