Abstract

While the main focus of traditional teaching and training is knowledge transfer, it does not adequately account for each student’s growth or fully explore their potential. This is so because the traditional approach to teaching a subject typically focuses on what the learner needs to learn and the most effective way for them to acquire it. People of all ages can address their own potential and growth through experiential learning. It better accommodates individual preferences, styles, strengths, and other factors. Geography Education as part of teacher education in Mumbai comes with challenges in terms of time and space. Experiential learning is a common component of geography instruction. A large element of many geography classes typically consists of field visits, group projects, and lab work. To enthuse and engage students about geography, some form of fieldwork is essential. For this reason, teacher education programs in Mumbai have created experiential learning programs to students. The outcomes of such experiences for student teachers are both affective and cognitive in terms of geography and geography education. This article discusses the development of experiential learning, its usefulness in teaching geography subject, and how effectively it has combined with Geography pedagogy. This article also investigates the rationale, practices, and evaluation of such experiences for student teachers.

[1] Asst. Lecturer, Mahatma Junior College of Teacher Education, Chembur Naka, Chembur, Mumbai-400071.