Applying Adult Experiential Learning Theory to Clinical Supervision: A Practical Guide for Supervisors and Supervisees

2013 ◽  
Vol 23 (3) ◽  
pp. 121-144 ◽  
Author(s):  
Patrick R. Walden ◽  
Monica Gordon-Pershey
Keyword(s):  
Experiential Learning ◽  
Case Studies ◽  
Clinical Supervision ◽  
Graduate Student ◽  
Learning Theory ◽  
Bloom's Taxonomy ◽  
Learning Model ◽  
Experiential Learning Theory ◽  
Practical Guide ◽  
Bloom’S Taxonomy

This article describes the application of adult experiential learning theory to the clinical supervision of graduate student clinicians in communication sciences and disorders. The proposed adult experiential learning model integrates enhanced and updated interpretations of Bloom’s Taxonomy. Practical tools to help supervisors and supervisees implement the model are provided: a clinical supervision worksheet and two case studies illustrating use of the model.

scholarly journals The Use of Qualitative Case Studies as an Experiential Teaching Method in the Training of Pre-service Teachers

2018 ◽  
Vol 7 (1) ◽  
pp. 111 ◽  
Author(s):  
Ilhami Arseven
Keyword(s):  
Experiential Learning ◽  
Case Studies ◽  
Learning Theory ◽  
Teaching Method ◽  
Access To Information ◽  
Experiential Learning Theory ◽  
Qualitative Case Studies ◽  
Concrete Experience ◽  
Service Training

This study presents the suitability of case studies, which is a qualitative research method and can be used as a teaching method in the training of pre-service teachers, for experiential learning theory. The basic view of experiential learning theory on learning and the qualitative case study paradigm are consistent with each other within the framework of such principles as subjectivity, environmental interaction, holism, contextuality, constructivism, and access to information (theorizing). The concrete experience mode of the experiential learning cycle corresponds to the data collection stage of qualitative case studies, the reflective observation mode corresponds to the data analysis stage, and the abstract conceptualization mode corresponds to the theorizing stage. Accordingly, this study notes that qualitative case studies can be used as a teaching method in the school experience course for the pre-service training of pre-service teachers. It also explains in detail the steps to be taken when this new method is used in the teaching process, the preparations that should be done prior to the employment of the method, and what should be considered in the application of the method. 

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