Experiential education as a pedagogical innovative classroom philosophy

Oladunjoye Timothy Olatunde; Banda Omolade Folashade

doi:10.62672/hucse.v3i1.43

Authors

Oladunjoye Timothy Olatunde Adeyemi Federal University of Education
Banda Omolade Folashade Kaduna State College of Education

DOI:

https://doi.org/10.62672/hucse.v3i1.43

Keywords:

Curriculum planners, Experiential education, Learner-centered methods, Pre-service teachers, Teacher education programme, Teacher-centered model

Abstract

Nigeria’s teacher-preparation courses still follow a traditional, instructor-dominated format that stifles creativity and leaves future teachers unable to translate pedagogical theory into interactive classroom practice. Because programmes prioritize syllabus coverage, tests and credentials over genuine learning, earlier research has debated abstract ideas such as “teacher quality” without embracing experiential, student-focused philosophies. This study therefore examines experiential education learning forged through direct encounters. Following Dewey and Kolb, it portrays such learning as a cycle of engaged experience, reflective observation, conceptual generalization and purposeful application in which both teacher and student actively construct meaning. Grounded in this framework, the paper recommends that curriculum designers and administrators re-engineer teacher education around field- and classroom-based experiential tasks so that educators cultivate the inventiveness society demands.

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