The Application of “My Pedagogic Creed” from Experiential Learning Perspective: A Survey of School Teachers in Karachi, Pakistan

Nancy Joseph Lobo, Muhammad Asim

Abstract


 This research measured the efficacy of experiential learning model proposed in “My Pedagogic Creed” by John Dewey in the perspective of teachers in the local context of Karachi, Pakistan. Literature reported that Dewey had promoted the notion of social interaction, group learning and experiential learning as strategies of teaching in the modern system of education. A survey questionnaire was developed and classified under four sections from experiential learning perspective: Aims and Objectives, Social Context of Teaching, Pedagogy and Teacher’s Behavior; hundred and seventy-one teachers participated in this survey. Results showed no significant difference in opinion of gender related to the above mentioned four variables. However, there was a significant difference in the opinion of male and female teachers with reference to their highest qualification and work experience regarding the said four variables. This study recommended more training for teachers in Karachi related to experiential learning model to improve the current scenario.

Keywords: experiential learning, social interaction, group learning, Deweyism


Keywords


Key Words: Experiential Learning, Social Interaction, Group Learning, Deweyism, My Pedagogic Creed

Full Text:

PDF

References


Akhter, N. (2013). An investigation of Pakistani university teacher-educators’ and student-teachers’ perceptions of the role and importance of inquiry-based pedagogy in their professional learning experiences in initial teacher education (Doctoral dissertation, University of Glasgow).

Ali, T. (2011). Understanding how practices of teacher education in Pakistan compare with the popular theories and theories and narrative of reform of teacher education in international context. International Journal of Humanities and Social Sciences, 1(8), 208.

Clark, R. W., Threeton, M. D., & Ewing, J. C. (2010). The potential of experiential learning models and practices in career and technical education & career and technical teacher education. Journal of Career and Technical Education, 25(2).

Danish, K. F., & Awan, A. S. (2008). A study of students’ learning styles in a medical institution in Pakistan. Raw Med J, 33, 239-41.

Dewey, J. (1897). “My Pedagogic Creed”. The School Journal, 54 (3), 77-80. Retrieved from: http://playpen.meraka.csir.co.za/~acdc/education/Dr_Anvind_Gupa/ Learners_Library_7_March_2007/Resources/books/readings/17.pdf

Evans, R. W. (2008). Pedagogic creed as foundation: An approach to teaching social studies methods. The Social Studies 99 (2).

Giles Jr, D. E., & Eyler, J. (1994). The theoretical roots of service-learning in John Dewey: Toward a theory of service-learning. Michigan Journal of Community Service Learning, 1(1), 7.

Hirtle, J. (1996). Social constructivism. Urbana 85.1. Retrieved from: http://search.proquest. com/openview/5135cfd032fa167d 17990d2599 da9d33/1?pq-origsite=scholar&cbl=42045

Itin, C. M. (1999). Reasserting the philosophy of experiential education as a vehicle for change in the 21st century. Journal of experiential Education, 22(2), 91-98.

Kayes, D. C. (2002). Experiential learning and its critics: Preserving the role of experience in management learning and education. Academy of Management Learning & Education, 1(2), 137-149.

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.

Kolb, A. Y., & Kolb, D. A. (2012). Experiential learning theory. In Encyclopedia of the Sciences of Learning (pp. 1215-1219). Springer US.

Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles, 1(8), 227-247.

Lisko, Susan A., and Valerie O'dell. (2010) "Integration of theory and practice: Experiential learning theory and nursing education." Nursing Education Perspectives 31(2), 106-108.

Miettinen, R. (2000). The concept of experiential learning and John Dewey's theory of reflective thought and action. International Journal of Lifelong Education, 19(1), 54-72.

Mughal, F., & Zafar, A. (2011). Experiential learning from a constructivist perspective: Reconceptualizing the Kolbian cycle. International Journal of Learning and Development, 1(2), 27-37.

Peterman, N. E., & Kennedy, J. (2003). Enterprise education: Influencing students’ perceptions of entrepreneurship. Entrepreneurship theory and practice, 28(2), 129-144.

Roberts, T. G. (2006). A philosophical examination of experiential learning theory for agricultural educataors. Journal of Agricultural Education, 47(1), 17. Downloaded from: http://globaleducationlab.org/rlo/agrofuturo/Roberts_Vol47_1_17-29.pdf

Rocheleau, J. (2004). Theoretical roots of service-learning: Progressive education and the development of citizenship. Service-learning: History, theory, and issues, 3-21.

Saltmarsh, J. (1996). Education for critical citizenship: John Dewey’s contribution to the pedagogy of community service learning. Michigan Journal of Community Service Learning, 3(1), 13-21.




DOI: http://dx.doi.org/10.22555/joeed.v5i2.1849

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License