Literaturnachweis - Detailanzeige
| Autor/inn/en | Clark, Robert W.; Threeton, Mark D.; Ewing, John C. |
|---|---|
| Titel | The Potential of Experiential Learning Models and Practices in Career and Technical Education and Career and Technical Teacher Education |
| Quelle | In: Journal of Career and Technical Education, 25 (2010) 2, S.46-62 (17 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1531-4952 |
| Schlagwörter | Vocational Education; Secondary Education; Experiential Learning; Teacher Education; Vocational Education Teachers; Learning Theories; Cognitive Style |
| Abstract | Since inception, career and technical education programs have embraced experiential learning as a true learning methodology for students to obtain occupational skills valued by employers. Programs have integrated classroom instruction with laboratory experiences to provide students a significant opportunity to learn. However, it is questionable as to the level of authentic experiential learning instructional practices that are actually taking place. This paper explores the tenets of experiential learning and considers the application of true experiential learning pedagogy into secondary career and technical programs along with teacher education programs in career and technical education. If the concept of experiential learning instructional pedagogy is to provide an authentic context in which students can benefit from it, educators should expand their knowledge of implementing experiential learning into their programs. Additionally, career and technical education teacher educators may enhance their programs by providing instruction to pre-service teachers in authentic experiential learning pedagogy. (Contains 3 figures.) (As Provided). |
| Anmerkungen | Omicron Tau Theta. 228 McAdams Hall, Clemson, SC 29689. Tel: 864-656-3300; Fax: 864-656;5675; Web site: http://www.ott.vt.edu/journal.htm |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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