Conditions of Experiential Learning Establishment for Elementary School Teachers in their First Year

Abstract

We interpreted experiential learning status of beginner primary school teachers by 'open' or 'closed' concepts and described trends during the first yearinto four periods through a questionnaire survey. The results showed that by early period to spring period, in the case of new university graduate teachers was "closed" state where they feel difficulty in the entire inexperienced teaching profession. while in the case of experienced teachers, they take advantage of their experience at their previous school but are confusion caused by the différences with their current school, indicating that they cannot fully "open". From the autumn period, both cases change to "open" state by enhancing collegiality as school events and research classes, suggested that from autumn period to winter period efforts and environment in schools are deeply related to the experiential Learning establishment.