THE ROLE OF EXPERIENCE IN LEARNING TEACHING PROFESSION: A SYSTEMATIC LITERATURE REVIEW
ABSTRACT: Given the relevance of the practicum as a place for professional learning in teacher education, this article aims to identify how experiential learning during the practicum has been approached by specialized studies. For this purpose, a “systematic review of literature” of writings produced in education between 2000 and 2021 was conducted (n = 58). Three thematic categories of experiential learning emerged from a qualitative meta-analysis: frameworks of experiential learning, foundations and organizers of experiential learning, and emerging knowledge of experiential learning. These elements allow a global understanding of the role and limits of experiential learning, but also of the foundations, organizers, and educational arrangements that promote it and, finally, of the knowledge that emanates from the processes as a whole. The paper concludes by identifying possible challenges to enhance experiential learning, highlighting the importance of reflecting on the experience, and thus contributing to teacher training.