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Using quantitative and qualitative data from ongoing collaboration, lesson tryouts, and post-project evaluation, it highlights the value of experiential learning in teacher education. The findings focus on experiences such as textbook evaluation, professional knowledge, core teacher competencies, and understanding English language teaching beyond Hong Kong.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-vol-44-january-2019-issue-1/593845/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-vol-44-january-2019-issue-1/593845.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem in language teaching does the paper address?","Question",{"text":112,"@type":113},"The paper focuses on the teacher factor and the longstanding difficulties grammar teaching poses for language teachers, many of whom still use transmission-based approaches.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study support experiential learning in teacher education?",{"text":117,"@type":113},"It examines a community project where preservice teachers developed pedagogical grammar knowledge and skills, using an experiential learning cycle supported by collaboration, lesson tryouts, and evaluation data.",{"name":119,"@type":110,"acceptedAnswer":120},"What key stages are used in the experiential learning cycle described in the paper?",{"text":121,"@type":113},"The paper presents Kolb’s cycle with four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593845,1792167569,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44 | Issue 1 | Article 1 |\n| --- | --- |\n| 2019\u003Cbr>Experiential Teacher Education – Preparing Preservice Teachers to Teach English Grammar through an Experiential Learning Project\u003Cbr>Jackie F. K. Lee\u003Cbr>The Education University of HongKong, jfklee@eduhk.hk |  |\n\nRecommended Citation  \nLee, J. F. (2019). Experiential Teacher Education – Preparing Preservice Teachers to Teach English Grammar through an Experiential Learning Project. Australian Journal of Teacher Education, 44 (1).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss1/1](https://ro.ecu.edu.au/ajte/vol44/iss1/1)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss1/1](https://ro.ecu.edu.au/ajte/vol44/iss1/1)  \nAustralian Journal of Teacher Education  \nExperiential Teacher Education – Preparing Preservice Teachers to Teach English Grammar through an Experiential Learning Project  \nJackie F. K. Lee  \nThe Education University of Hong Kong, Hong Kong  \nAbstract: The paper explores and describes the kinds of learning  \nattained by a group of HongKong preservice teachers who worked  \ncollaboratively to develop online grammar teaching resources for  \nschool teachers worldwide. Based on the quantitative and qualitative  \ndata collected during the ongoing collaboration, lesson tryouts, and  \npost-project evaluation, the project results reflect the value of  \nexperiential learning in preservice teacher education. The themes that  \ndetail the student teachers’ experiences include textbook evaluation,  \nprofessional knowledge, core competencies of teachers, and  \nunderstanding of English language teaching outside the Hong Kong  \ncontext.  \nIntroduction  \nSecond/foreign language education is characterized by the interlocking relationships between contexts, learners and teachers (Çapan, 2014) . The present paper focuses on the teacher factor. Previous studies report that grammar teaching has been a problematic domain for language teachers and many of them still follow transmission-based, focus-on-forms approaches despite worldwide curriculum innovations through meaning-focused communicative approaches in recent decades (Çapan, 2014; Uysal & Bardakci, 2014) . Wasserman (2009) argues that“business as usual” pedagogies, by which beginning teachers continue to employ traditional methods of teaching, will be perpetuated if the training they receive fails to help them think differently about literacy development. There are widely held views that teachers’ beliefs affect their perception and judgement, and play a major role in shaping their classroom practices and curriculum innovation (e.g., Çapan, 2014; Johnson, 1994) . Consequently, recent efforts to improve teacher education have focused on changing prospective teachers’ beliefs and improving their learning process through experiential learning.  \nExperiential learning is based on what Dewey (1938) called a “theory of experience”, which has long been used for teaching practicums in teacher education programs. Novice teachers reflect on their need for more field-based experiences to enhance classroom practices (Smeaton & Waters, 2013) . This study attempts to address prospective teachers’ need for better grammar instruction preparation. The community project described in this paper aimed to provide an avenue through which prospective teachers could develop pedagogical grammar knowledge and skills for more effective teacher-student interactions. The study was an attempt to examine how the experiential learning cycle that the student teachers undertook facilitated their understanding of grammar pedagogy.  \nVol 44, 1, January 2019 1  \nAustralian Journal of Teacher Education  \nExperiential Education  \nBased on the work of influential scholars who gave “experience” a key role in their theories of human learning and development (e.g. John Dewey, Carl Jung, Jean Piaget, Carl Rogers), Kolb (1984) developed experiential learning theory, highlightin","cbCaipGQkIlzQFk9","https://ap.wps.com/l/cbCaipGQkIlzQFk9","pdf",392837,21,"English","# Introduction\n## Experiential learning theory\n## Experiential learning cycle","[{\"question\":\"What problem in language teaching does the paper address?\",\"answer\":\"The paper focuses on the teacher factor and the longstanding difficulties grammar teaching poses for language teachers, many of whom still use transmission-based approaches.\"},{\"question\":\"How does the study support experiential learning in teacher education?\",\"answer\":\"It examines a community project where preservice teachers developed pedagogical grammar knowledge and skills, using an experiential learning cycle supported by collaboration, lesson tryouts, and evaluation data.\"},{\"question\":\"What key stages are used in the experiential learning cycle described in the paper?\",\"answer\":\"The paper presents Kolb’s cycle with four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation.\"}]","Australian Journal of Teacher Education - Vol 44 - January 2019 Issue 1 | PDF",1792078025,53]