An experiential learning approach to educational development: Responses to teaching architecture through the lenses of reflective practice
This paper tells the story of a decade-long relationship between a teaching team (TT) and an educational developer (EDP). They have been using an experiential learning approach to monitor improvements in teaching architecture to first year students.
We explain how the model ALACT (Korthaghen & Vasalos, 2005) serves to scaffold the construction of a common pedagogical experience. Indeed, we will explain how ALACT, as a model in teacher education, can also help teachers in architecture and EDPs to balance learning-by-doing. This uses a situated approach, capable of moving between ideas of craft, know-how and educational development (ED).
As a result, the architectural vocabulary became interweaved into ED activities such as teaching workshops, student feedback surveys, student focus group interviews and conversations with faculty and studio directors (SD). We suggest a model for ED that aims to go beyond standard quantitative analyses by integrating reflection on the experience which brought the EDP and TT together in a common endeavor of mutual care.
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