Abstract

Experiential Learning is one of the most important contemporary areas of scholarships in educational psychology where the terms’ informal learning, prior learning and practice-based learning are used in different contexts. Experiential Learning focuses on experience of teachers developing their classroom practice. Therefore, to improve the quality of pre-service teachers, student teachers must be provided with various kinds of experiential activities that would help them to develop new skills, new attitudes, or new ways of thinking. By applying knowledge to experiences, they participate in the process of learning by doing. It provides opportunities to learn in the real world setting outside the classroom. Such experiences not only enhance knowledge of the content area, but has a lasting impact on their academic performance, thus developing confidence and independence. As the New Education Policy 2020 outlines, critical thinking and skill development as major priorities among students, the biggest challenge would be to architect learning experiences for teachers so that education becomes accessible, equitable and inclusive.

The article consists of theoretical perspectives and related literature in enhancing teacher competencies through experiential learning. A critical analysis of related studies highlights various activities in which the teachers are trained during their teacher education program and are able to transcend these competencies when they become full-fledged teachers.

Keywords: Experiential learning, teacher competencies, teacher education program.