ERIC Number: EJ1058765
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: 43
Experiential Professional Development: A Model for Meaningful and Long-Lasting Change in Classrooms
Burke, Brigid M.
Journal of Experiential Education, v36 n3 p247-263 Sep 2013
An experiential approach to professional development (EPD) allowed Spanish teachers opportunities to improve their practice through demonstration, observation, collaboration, fieldwork, and reflection. As result of "experiential" professional development, Burke (2012) found that teachers' knowledge about communicative language teaching developed, and teachers' beliefs about language teaching changed. The Spanish teachers implemented communicative methods, which they had used rarely, if ever, prior to EPD. Through qualitative analysis of teacher questionnaires and written reflections, as well as the researcher's observations and field notes, it was discovered that specific components of EPD made it successful. Teachers believed it promoted a collaborative community because it incorporated purposeful meetings, peer observations, and peer and student feedback. Teachers appreciated the on-site coaching and practical application that allowed them time to experiment with communicative methods. EPD provided an effective alternative to classroom-based university courses that allowed for viable change in classrooms. The results show that experiential educators should consider collaborating with professors, researchers, staff developers, school administrators, and teachers to create meaningful, transformative, EPD in which classroom teachers understand and apply theory and research into practice effectively.
Descriptors: Experiential Learning, Faculty Development, Training Methods, Models, Qualitative Research, Questionnaires, Reflection, Observation, Transcripts (Written Records), Feedback (Response), Teacher Collaboration, Coaching (Performance), Participatory Research, Action Research, Communicative Competence (Languages), Secondary School Teachers, Language Teachers, Spanish, Transformative Learning, Educational Practices, Teacher Motivation, Program Effectiveness, Participant Satisfaction, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Spain