Implementing Experiential Learning in High School Agriculture and Forestry Curriculum: A Case Study in Guatemala

Autor/inn/en	Quesada, Henry; Mazzola, Julieta; Sherrard, Daniel
Titel	Implementing Experiential Learning in High School Agriculture and Forestry Curriculum: A Case Study in Guatemala
Quelle	In: Journal of Experiential Education, 43 (2020) 4, S.381-397 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quesada, Henry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825920926195
Schlagwörter	Curriculum Implementation; Curriculum Development; Experiential Learning; High School Teachers; Vocational High Schools; Agricultural Education; Forestry; Professional Development; Teacher Effectiveness; Cognitive Style; Teacher Attitudes; Educational Resources; Barriers; Foreign Countries; Guatemala; Virginia + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Experiental learning; Erfahrungsorientiertes Lernen; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Forstwissenschaft; Waldwirtschaft; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Cognitive styles; Kognitiver Stil; Lehrerverhalten; Bildungsmittel; Ausland
Abstract	Background: Design and training methods for instructors on integrating experiential learning continues to be a challenge in high school education. Purpose: This work reports on research concerning the current status, available resources, limitations, and capabilities of high school teachers implementing experiential learning in a technical and vocational high school curriculum in Guatemala. Methodology/Approach: Case study methodology was used to examine professional development training involving the implementation of experiential learning into an agriculture and forestry curriculum. The design of the training included a series of hands-on activities to enable teachers to identify barriers and drivers influencing experiential learning and the redesign of a course program. Findings/Conclusions: Teachers were able to identify resources and limitations affecting the implementation of experiential learning in their teaching program. The guidance and examples provided by the instructors were fundamental for the teachers to modify a standard course program that included significant experiential learning methodologies. Implications: Many high school teachers lack the training and knowledge necessary for integrating experiential learning. Furthermore, in many cases, they are required to follow a structured curriculum that at allows for minimal modifications. Teachers also recognize that courses that only include classroom activities are the most challenging for including experiential learning activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01