The experiential learning in teacher training: a disruptive approach
DOI:
https://doi.org/10.51378/eca.v76i766.6484Keywords:
Experimental learning, Teacher training, COVID-19, English Language Teaching, Disruptive approachesAbstract
This article proposes experiential learning as a methodology that can make a substantial contribution to the training of English language teachers in El Salvador, a country characterized by authoritarianism, confrontation, and a lack of critical and creative thinking. It then explains some of the fundamental principles of this approach, as well as the various challenges it poses to the prevailing paradigm of English language instruction in the country. It then highlights the contributions this approach offers to the training of professionals in the discipline through four experiences conducted between 2019 and 2020 with students and teachers at various levels of the Teacher Education Program and the Bachelor’s Degree in English Language at the José Simeón Cañas Central American University in El Salvador.
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