Experiential learning can take many forms, but in all cases, teachers play a necessary role in the process. Consequently, nurturing teachers to be critically minded reflective professionals is paramount. This study uses two case studies to identify both the difficulties encountered when offering experiential learning to learners and the advantages to be gained from the process. One case study involves a teacher guiding Hong Kong students in experiential learning which took place at a national level in Mainland China. His approaches aligned with Justice Oriented and Charity Oriented. The second case study concerns a teacher who herself undertook experiential learning at a global level in Africa. Her approaches aligned with Personal Development Oriented and Justice Oriented. Their journeys are described in order to add to the fairly recent knowledge field regarding experiential learning and to help teachers become more skilled at managing experiential learning, particularly outside the local context. We suggest to add facilitating and hindering factors into the two dimensional typologies of experiential learning for civic education. The new three dimensional typologies of experiential learning would provide a more comprehensive conceptual framework to guide teachers and researchers in organizing and conducting experiential learning activities and studies. Copyright © 2021 Association for Moral Education.
|Published - Nov 2021
|47th Annual Conference of the Association for Moral Education -
Duration: 03 Nov 2021 → 07 Nov 2021
|47th Annual Conference of the Association for Moral Education
|03/11/21 → 07/11/21