Abstract:
It is believed that one of the main tenant of teacher professional development Courses should be transfer of skills.
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However, the literature claims that there is often a gap between what is learnt in the course and what is practiced on the job. Thus there is a need for while theory is derived form practice theory to be also tested in practice.
Based on student feed back this paper examines how while Experiential learning can provide a model for the way teachers learn about teaching, the teaching practice cycle provides opportunities to test this knowledge.
Feedback over a three year period of Post Graduate Diploma students following a one year teacher Development Course in Sri Lanka reveals that the teaching practicum had been the most useful component in the Course. Further it has helped them to relate the different types of learning involved in experiential learning to the teaching practice cycle.
During the last two years an action research was incorporated to the teaching practice cycle. Quantitative data based on questionnaire responses as well as qualitative responses of a sample of students and mentor observations reveal that the incorporation of the action research has enabled the trainees to reflect on their experiences. All participants agreed that such reflections had positive impact on their continuous professional development.
