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- The main objective of this article was to explore how experiential learning theory can be adopted into teachers' professional development, as an effective approach to engaging teachers in classroom-enhanced activities. The inclusion or design of various experiential learning activities will promote pedagogical content knowledge and teaching skills that can enhance classroom practices. The theoretical framework of experiential learning enables effective classroom instructional delivery for all learning experiences in different contexts. The study purposefully selected 10 teachers, teaching Economics, from 10 high schools in Lagos, Nigeria. These teachers were observed in different classroom settings/teaching of selected topics from Economics, before and after a 3-day experiential learning-based professional development workshop. The teachers were further engaged in a focus group interview after the final observation. Findings revealed that experiential learning theory is critical to teacher professional development, as it enables teachers to learn better when engaged in experientially designed professional development, which can impact their classroom teaching thereafter. The study, therefore, encourages teacher educators or government bodies responsible for content design for teachers' professional development to integrate or structure the contents of teachers' professional development with experiential learning initiatives, to improve teachers' classroom pedagogies and teaching competencies for quality education.
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- 2025| Research Synergy Fou...The South African education system under apartheid was regarded as a tool of segregation. However, the transition to a democratic state brought significant reforms to education, focusing on providing quality education and ensuring that young learners are taught by qualified, well-trained teachers. Integrating qualified teachers into Reception Year classrooms represents a key shift in the education landscape. This qualitative study explores the experiences of Level 3 and 4 Bachelor of Education in Foundation Phase student teachers during their school-based practice in Reception Year classrooms, alongside insights from university lecturers who evaluated them during school visits. Grounded in the experiential learning framework, the study aims to capture the reflections of teacher educators on the student teachers' experiences in Grade R. A qualitative interpretive research design was used, with data collected through two open-ended questions posed to student teachers. Content analysis was applied to interpret their responses. The findings indicate that student teachers had positive experiences in Reception Year classrooms. However, university lecturers reported that the lessons delivered were often teacher-centred, lacking elements of play or inquiry-based methods. Additionally, lecturers raised concerns that the Foundation Phase teacher education program does not adequately prepare student teachers for Reception Year teaching due to time constraints and limited physical space for practical activities. In response to these findings, the study recommends reconsidering the inclusion of Reception Year training in the B.Ed. Foundation Phase program, as time limitations hinder the full development of necessary skills. It further suggests creating an assessment tool to evaluate the planning and presentation skills of Grade R student teachers while the program undergoes review.
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- The disconnect between theoretical knowledge and practical application in the Business Studies curriculum is a pressing concern, especially in developing nations like South Africa. Rapid changes in business environments and global economic trends necessitate aligning the curriculum with contemporary business practices. This study evaluates the effectiveness of the current Business Studies curriculum in preparing learners for real-world challenges and proposes strategies for improvement. The analysis, based on literature from 1970 to 2024 from publishers like Sage, Taylor & Francis, and Springer, and teachers' perspectives, identified gaps between theory and practice. Key findings reveal that while the curriculum provides a robust theoretical foundation, it lacks practical application, leaving learners ill-prepared for the workforce. Innovative pedagogical strategies, such as project-based learning, experiential activities, and real-world simulations, are essential to bridge this gap. The study emphasizes the importance of cultivating critical thinking, problem-solving, and entrepreneurial skills through tailored teaching methods. Successful implementations of practical learning models in other contexts demonstrate the benefits of integrating such strategies into the curriculum. Recommendations include targeted teacher training programs and fostering partnerships between schools and businesses to provide learners with exposure to authentic business environments, enhancing their readiness for future career challenges.
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- The study examined the benefits of exposing third year Bachelor of Education students to Service-Learning at a South African University. Service Learning (SL) is a practice that links community service with learning activities for the promotion of substantive learning. The aim of this study was to investigate whether third year pre-service teachers could benefit from helping first year pre-service university students acquire literacy skills through SL. The study was underpinned by the Experiential learning theory (ELT) and transformative learning theory (TLT). A qualitative research paradigm underpinned by an interpretative epistemology was used in this study. Non random sampling technique was used to select participants from the Faculty of Education at the participating institution. Data were generated by means of observing classroom activities, semi-structured and focus group interviews. Data analysis emerged with themes and sub-themes. Overall, the results revealed that apart from enhanced academic skills, the third-year students gained self-confidence and enhanced self-esteem. The study revealed that exposing students to SL made them gain academic knowledge, cognitive skills, interpersonal skills, and self-confidence as they endeavoured to put theoretical knowledge to practice. As a pedagogy, SL created an enabling environment for learners to express themselves freely – thereby creating space for the expression and consolidation of new experiences. The study recommended that there be advocacy to promote the value and benefits of SL among academic staff (the lecturers) because without their full conviction and belief in its value and benefits, both as a worthy undertaking for its own intrinsic merits and as something that has academic value for the lecturers’ own professional development, they will not find the will and energy to implement it. This could include profiling SL widely on university campuses, as an innovative pedagogy that entrenches valuable skills, values and research to students and lecturers, leading to the transformation of communities and societies.
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