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.
Highlights
Experiential learning has been a major component of career and technical education for many years; implementation of experiential learning in career and technical education often differs from the research based theoretical framework of true experiential learning
The transfer of learning based on characteristics of the individual are of great importance within experiential learning
Much of what has been written in terms of experiential learning in the career and technical education of agriculture has been focused on the experience itself, rather than the ―complete‖ cycle of experiential learning
Summary
Experiential learning has been a major component of career and technical education for many years; implementation of experiential learning in career and technical education often differs from the research based theoretical framework of true experiential learning. While both of these concepts of experiential learning revealed by the literature are of great importance, the direct educational encounter (i.e., Figure 1) found within David Kolb‘s work (Experiential Learning Theory) perhaps has the greatest potential within a career and technical educational setting and the potential to enhance the teacher education process.
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