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Puja Mushahari, Dr. Hitesh Sharma


Experiential learning, simply denoting learning from experience accompanied by reflection, is not a new concept, prominent scholars like John Dewey, Carl Rogers and Jean Piaget focused on experiential learning in their works and writings. In India, experiential learning has its roots in the ancient Gurukula system as well as Gandhiji’s Basic education. For the last few decades thinkers and practioners like David Kolb and John P. Wilson, different experiential learning organizations like Association for Experiential Education (AEE) and National Society for Experiential Education (NSEE) have been working for popularizing and developing experiential learning.  Because of the various benefits of experiential learning, its demand has been increasing. Experiential learning has been recommended by UNESCO in 2010, as one of the teaching strategies for 21st century (Teaching and Learning for a sustainable future, UNESCO 2010). To develop skilful human resources who are capable of applying their theoretical knowledge in the real world of 21st century, some changes in the teaching-learning must be brought. To implement experiential learning approach in a greater level and to make it successful, the teacher education programs must follow experiential learning approach. The teachers must be trained properly so that they are equipped with both content knowledge and pedagogical knowledge. Teacher preparation must consider experiential learning as one of the important aspects, because until and unless teachers do not have positive attitude, interest knowledge and experience in experiential learning approach, they cannot use it in their teaching career. The present paper studied the attitude of pre-service teacher trainees towards Experiential Learning Approach and the issues and challenges of using Experiential Learning Approach. The study used descriptive survey method. The sample of the study is 113 pre-service teacher trainees who have done internship in the schools. The study found majority of the teacher trainees had moderate to highly favorable attitude towards Experiential Learning approach. It is also found that there is no significant difference between the attitudes of teacher trainees towards Experiential Learning Approach in respect to their gender.

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