Experiential learning in the training of teacher .

Abstract

The present theoretical contribution investigates experiential learning starting from the theory of David A. Kolb and some national reflections. The experiential modality is subsequently deepened in the processes of adult education, especially of teachers, for which the literature indicates the already mentioned method as a fruitful training to accompany professional development processes and for the acquisition of knowledge and skills that can be used in their own educational action. The experiential modality turns out to have positive repercussions also in the practices of outdoor training for adults.