Connecting theory into practice: Modifying experiential learning for pre-service teachers through the Delphi method

This study examines modification to Kolb's Experiential Learning (EL) model in pre-service teacher (PST) education programs, utilizing the Delphi method to achieve expert consensus on its effectiveness and relevance. While EL is widely recognized for bridging theory and practice, previous implementations often lack the specificity and flexibility needed to meet modern educational demands. Building on the modifications proposed by Miller and Maellaro (2016), this study introduces adjustments across all stages of the model: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. Through two rounds of data collection involving expert educators, the study identifies key modifications that better align the EL model with the needs of pre-service teachers. These modifications include integrating learning objectives and educational research into the Concrete Experience, root cause analysis and team reflection in the Reflective Observation, introducing primary and predicate abstraction into Abstract Conceptualization, and applying the 4F model (Facts, Feelings, Findings, and Future) to the Active Experimentation. Findings indicate strong support for incorporation of research-based strategies and collaborative practices, both of which foster critical thinking and reflective teaching. The study underscores the importance of expert consensus in refining educational models and provides a structured approach for adapting EL to teacher education. These modifications aim to enhance the preparation of PSTs by providing evidence-based, relevant and collaborative learning experiences that bridge the gap between theory and practice. Further research is needed to test the applicability and effectiveness of these modifications in real-world educational settings.