Exploring Teacher’s proficiency with Experiential Learning: An Overview

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue II, February 2022 | ISSN 2454–6186

Exploring Teacher’s proficiency with Experiential Learning: An Overview

Dr. Anjali Bhatnagar¹*, Dr. V. Sudhakar²,
¹Assistant Professor, Academic Affiliation: Indira Mahindra School of Education, Mahindra University, Hyderabad, India
²Professor of Education (Rtd), Academic Affiliation: The English and Foreign Languages University, Hyderabad
*Corresponding Author

Abstract: Learning is a scientific process of transforming knowledge into practice leading to change in behavior. It is for this reason, the process of Learning encompasses not only cognitive, but also other social/emotional aspects. It is the responsibility of the teacher to exhibit professionalism and facilitate learning through a conducive learning environment.
The current ethnographic research is to explore the impact of Experiential Learning Methodology in influencing the teacher’s proficiency to improve the learning process in classroom. The Teacher’s Proficiency Model (TPM) was developed, considering four criteria for evaluation; Students’ Engagement, Teachers’ Motivation, Student-Teacher Relationship and Students’ Performance. Each criterion was understood for its Quality Process, Operational Definition, Relevance, Data & Information, TPM (Teacher’s Proficiency Model) cycle and Way Forward. The TPM cycle was defined with clearly identified four stages; Initial, Adequate, Proficient and Excellent.
The current research contributes to education management by empirically testing the Teacher’s proficiency Model (TPM) for establishing the learning grounds and impacting student’s performance.
Keywords: Experiential Learning, School education, Teacher’s proficiency, Students’ engagement, Teachers’ motivation, Student-teacher relationship, students’ performance
I.INTRODUCTION
Learning is the elemental purpose of any school and everything else, including and not restricted to, curriculum, pedagogy, teacher education, infra structure and learning resources function under proactive leadership to support and accomplish the same. Educational psychology, neuropsychology, experimental psychology discusses processes that cater to learning.
Pursuant, the important questions are; what is Learning? How do we achieve the desired Learning? In the simplest of the words it may be understood as a procedure that leads to acquiring new knowledge, understanding, skills, values, attitudes, which successively result in some impact on the behavior. It is “a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning”, Ambrose et al, 2010,p.3. Psychologists and educationalists have specified their views on the identified question. To quote a few; Gestalt says “The basis of learning is to gain knowledge after observing the whole structure. Responding towards the entire situation is

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