The Potential of Experiential Learning Models and Practices In Career and Technical Education & Career and Technical Teacher Education

Robert W. Clark , Mark D. Threeton , John C. Ewing

Abstract



Experiential learning has been a major component of career and technical education for many years; however implementation of experiential learning in career and technical education often differs from the research based theoretical framework of true experiential learning. Additionally, some career and technical teacher education programs often invoke the term experiential learning in working with students in teacher preparation programs when research models of experiential learning may not completely guide their pedagogy.Knobloch (2003)raised the question or point that many educators are familiar with "hands-on" learning but questions this approach to teaching as actually constituting the principles of experiential learning. This article will explore experiential learning theory and view those theories from two perspectives: a) a secondary career and technical education teacher education perspective, and b) a secondary career and technical education perspective. This article will also address the potential for contemporary career and technical teacher education and secondary career and technical education to accurately apply these theories of experiential learning in formal and informal educational settings.

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DOI: http://dx.doi.org/10.21061/jcte.v25i2.479

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ISSN: 1531-4952