Abstract

This research study investigated the effects of D.A. Kolb’s (1984) active experimentation stage of experiential learning theory (ELT) on teacher professional development. This qualitative interpretive phenomenological study addressed the problem of teachers’ desires for compelling professional learning experiences to improve student learning and instruction in the classroom. Purposeful and criterion sampling, semistructured one-on-one interviews and a focus group allowed for triangulation. Results showed that while teachers did not explicitly reference ELT when discussing effective strategies during professional development sessions, they referenced the value of hands-on, active participation in real-classroom stimulations during teacher professional development.

Citation

Ockerman, L.S. & Bagui, S. (2024). Exploring the Impact of Active Experimentation on Teacher Professional Development: A Case Study. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 630-635). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from https://www.learntechlib.org/primary/p/224009/.

© 2024 Association for the Advancement of Computing in Education (AACE)

Keywords

• Instructional Design