Immersing Teacher Candidates in Experiential Learning: Cohorts, Learning Communities, and Mentoring

Authors

  • Jordan Jay Lincoln University
  • Howard Miller Mercy College

Keywords:

Experiential Learning, Cohorts, Learning Communities, Mentoring

Abstract

In this article, we present three models of teacher preparation programs that immersed their candidates in experiential learning aimed at bringing together theory and practice. We identify the key components that can be generalized from studying such programs, examine factors that led to their dismantling, and propose a potentially more sustainable model. 

Author Biographies

Jordan Jay, Lincoln University

Professor of Education

Department of Secondary Education

Howard Miller, Mercy College

Professor of Education

Department of Secondary Education

Downloads

Published

2016-11-15

Issue

Vol. 3 No. 4 (2016): Experiential Learning in Teacher Education

Section

Theme Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).