Disruptive Experiences as Tools for Teacher Education: Unearthing the Potential of Experiential Education

Autor/inn/en	Bolick, Cheryl M.; Glazier, Jocelyn; Stutts, Christoph
Titel	Disruptive Experiences as Tools for Teacher Education: Unearthing the Potential of Experiential Education
Quelle	In: Journal of Experiential Education, 43 (2020) 1, S.21-36 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bolick, Cheryl M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825919877212
Schlagwörter	Masters Programs; Graduate Students; Teacher Education; Teacher Education Programs; Experiential Learning; Residential Programs; Teachers; Teacher Attitudes; Beliefs; Community; Barriers + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerausbildung; Lehrerbildung; Experiental learning; Erfahrungsorientiertes Lernen; Sozialer Wohnungsbau; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Belief; Glaube
Abstract	Background: This study examines the role of a weeklong experiential residency program on teachers' beliefs about self and practice. Purpose: The goal of two separate intensive experiences was to help teachers generate new insight about the place of students, the teacher, and the school that extended beyond a surface-level understanding of experiential education. Methodology/Approach: Through a qualitative approach, the research team used field notes, course documents, participant reflections, researcher journals, and follow-up interviews to analyze the impact of participants' immersion in either of the experiential outdoor residencies. Findings/Conclusions: The unpredictable nature of the physical and social environment of the experiential week helped teachers to see the central role of community in the learning process. Furthermore, teacher responses to the experience defied simple categorization along a prior theoretical construct. Teachers indicated a growing confidence in their ability to seek out and overcome challenges across multiple domains. Implications: These teachers were challenged to integrate multiple social and emotional aspects of self into their learning, while envisioning the same for their own students. Their experiences and reflections support an expanded role for immersive experiences outside of the traditional classroom in teacher education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01