'Becoming' a teacher: how mandatory Experiential Learning programmes impact on teacher education

Abstract

This paper makes the case for experiential learning (EL) components to become a fundamental part of initial teacher education (ITE) programmes based on our own experience of implementing a mandatory EL component on undergraduate and postgraduate teacher training programmes in a Hong Kong university. Our EL initiatives are aimed at articulating the central tenets of constructivist learning theories and the paper will report on numerous benefits that transfer directly to the student teacher’s process of becoming a teacher, many of which can be seen as crucial in facilitating constructivist teaching. This paper also shares some of the challenges student teachers faced on their compulsory EL projects and it will discuss the implications for teacher educators, student teachers and policy makers.