Kolb's Experiential Learning Model as a Model for Supervision of Classroom Teaching for Student Teachers

Abstract

Listen

Translate article

Summary It is suggested that Kolb's Model of Experiential Learning can be adapted and applied to the supervision of the school teaching practice of student teachers. Those aspects of the model that relate to supervision are described. The activities and skills demanded of supervisors and students using this model are discussed, especially in terms of the preferred modes of learning identified by using Kolb's Learning Style Inventory. The importance of the learning environment generated within the post‐supervisory conference is stressed. Possible advantages are suggested, with the caveat that any model is open to abuse if applied mechanically. The author and some of her colleagues have found the model useful in supervising students.