Wearing the “Student Hat”: Experiential Professional Development in Expeditionary Learning Schools

Emily J. Klein, Meg Riordan

Research output: Contribution to journalArticle

19 Scopus citations

Abstract

This article explores findings from a two-year study of the Expeditionary Learning (EL) professional development program for teachers. Using case study qualitative methods, we present findings about how EL meets the challenge of preparing teachers to teach in innovative ways. We investigate how EL structures experiential professional development for its teachers, the strengths and challenges of these experiences, and how the experiences affect teachers' implementation of professional development in their classrooms.

Original languageEnglish
Pages (from-to)35-54
Number of pages20
JournalJournal of Experiential Education
Volume34
Issue number1
DOIs
StatePublished - 1 Jul 2011

Keywords

  • Expeditionary Learning
  • Experiential Learning
  • Outward Bound
  • Teacher Professional Development

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