THE ROLE OF EXPERIENCE IN LEARNING TEACHING PROFESSION: A LITERATURE REVIEW

Abstract

This article questions the role of experience in a pre-service teacher education practicum context. Although studied for several decades, experiential learning still has several gray areas. In order to shed light on the phenomenon, a literature review was conducted on scientific writings produced in the educational domain between 2000 and 2021. Three thematic categories emerged from a meta-analysis on experiential learning (framework, foundations and organizers, and knowledge), allowing a global understanding of its role and its limits, of its foundations, organizers and the training devices that frame it, and finally, of the nature of its product which is experiential knowledge.