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Publication date: 17 February 2012

Alison Iredale

The purpose of this paper is to explore the ideas of John Dewey on experience and experiential learning. The context is that of trainee teachers participating in a higher…

388

Abstract

Purpose

The purpose of this paper is to explore the ideas of John Dewey on experience and experiential learning. The context is that of trainee teachers participating in a higher education (HE) through in‐service initial teacher training (ITT) for the Lifelong Learning sector in the UK.

Design/methodology/approach

The paper uses recent practitioner research conducted with trainee teachers to explore and contextualise Deweyan ideas and practices around notions of experience and experiential learning. The research methodology is qualitative, interpretive and, reflexive. What is actively sought, and welcomed are examples of congruence, dissonance, conflation and confusion in relation to several theoretical perspectives, one of which is Dewey's ideas on experience and experiential learning.

Findings

It is argued that initial teacher training should be broad based and situated, rather than focused on mastery or competency, in order to counteract the funnelled and routinised nature of much of current teaching practice in the sector.

Research limitations/implications

Trainee teachers participate in classroom practice by developing firstly a situated understanding of the concepts and principles surrounding teacher knowledge; secondly strategies for using these in a future situation and thereby assimilating, accommodating and negotiating shared beliefs, identities and values from the practices of a situated community. These are interpreted by Ottesen as knowledge and experience of concepts as taught, derived from knowledge and experience of practice as applied.

Originality/value

This research suggests that increasingly, given the heavily regulated nature of the lifelong learning workplace, trainee teachers have a limited “fund”, or repertoire of experiences through which to sift for appropriate strategies to employ in a specific situation, leaving their capacity to reflect fairly fruitless without the help of others.

Details

Higher Education, Skills and Work-Based Learning, vol. 2 no. 1
Type: Research Article
ISSN: 2042-3896

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Article
Publication date: 17 February 2012

Paul Gibbs

286

Abstract

Details

Higher Education, Skills and Work-Based Learning, vol. 2 no. 1
Type: Research Article
ISSN: 2042-3896

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Article
Publication date: 1 December 2007

Alison Wilson and Ian Paylor

The Outlook project based in Manchester offers a range of activities, support and skills training to people over the age of 17 with ongoing or previous drug or alcohol issues. The…

39

Abstract

The Outlook project based in Manchester offers a range of activities, support and skills training to people over the age of 17 with ongoing or previous drug or alcohol issues. The programme was originally implemented in 2002 in response to identified need for a comprehensive dedicated outreach service to cater for the diverse needs of problematic drug and alcohol users across the east Manchester area (Iredale, 2002). The catchment area for service users has since been extended to include the rest of Manchester city centre (ONS census 2003 estimates that the Manchester city area has a population of approximately 432,400 people).The programme is based on a community model, reaching out especially to ‘hard to reach’ groups of local people in many socially excluded areas of Manchester. The indices of Multiple Deprivation show that Manchester has an exceptionally low ranking position in the North West compared with the rest of the UK when accounting for factors of income, employment, education, health, skills and training, barriers to housing and services, and crime.

Details

Drugs and Alcohol Today, vol. 7 no. 4
Type: Research Article
ISSN: 1745-9265

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