Experiential Teaching Method in the Training of Future Teachers: A Case Study Using Three Teaching Scenarios

Marios Koutsoukos, Maria A. Gaitanidi, Poulcheria Zirinoglou, Antonios Mouratidis

ASPETE School of Pedagogical and Technological Education, Secondary Education Teacher, Aristotle University

This case study presents three teaching scenarios using the experiential teaching method, which were created by future teacher-students in a one-year pedagogical training program. After learning the theoretical framework of experiential teaching, the future teachers, working in specialty-based groups, were tasked with designing a teaching scenario for a lesson of their choice. This was followed by a discussion in class, where participants shared their opinions on the advantages of experiential teaching and potential challenges in its implementation, which were later recorded in a questionnaire. The research reflects that the most significant advantages of experiential teaching include student engagement, the linking of theory and practice, the development of critical thinking, social and communication skills, and empathy development. Possible difficulties in implementing experiential teaching focus on inadequate teacher training, insufficient material and technical resources, limited instructional time, potential noise disruptions that may occur during implementation, and potential challenges with assessment.

Article link: https://www.asianinstituteofresearch.org/EQRarchives/experiential-teaching-method-in-the-training-of-future-teachers%3A-a-case-study-using-three-teaching-scenarios