Experiential learning in U.S. undergraduate teacher preparation programs: A review of the literature

A review of the literature was conducted to synthesize the outcomes and programmatic elements of effective experiential learning projects in U.S. teacher preparation programs. An analysis of the literature revealed that effective experiential learning for PSTs is developed using a comprehensive theoretical framework and enables PSTs to connect with communities, apply practical knowledge, and apply theory to practice. Studies most frequently used qualitative methodology, case study approach, and content analysis but did not report generalizable, quantitative program outcomes. We outline research-informed recommendations for teacher educators and administrators on how to introduce or strengthen experientially-driven learning in teacher education programs.