Enabling Critical Learners and Teacher Trainees via Experiential Learning

Learning is a complex process that not only merely involves gathering of information or knowledge but also depicts the process of which knowledge is accumulated. The process of learning is not about accumulation of material of learning but involves the process of changing conceptions. In this context, the focus of this study is on exploring the students’ learning preferences in terms of Experiential Learning (EL) styles. A better understanding of EL would allow curriculum planners and implementers of teacher education programmes to come up with ways to increase the teaching and learning experiences of Initial Teachers (ITe). The purpose of this paper is to offer a better insight into the EL practices at Teachers Education Institute. In doing so it is hoped that the study will provide relevant input to develop appropriate training and learning strategies for developing and enhancing teacher education in Malaysia. A self-administered questionnaire was used for this purpose. The respondents of this questionnaire were 91 ITe designated to become special education teachers. To identify new EL categories, factor analysis using varimax rotation was performed. Three categories of EL emerged through this approach. They are ‘Lecturer’s Teaching Aids’, ‘Lecturer’s Teaching Variety’ and ‘Lecturer’s post lecture support’.