Pregledni rad
https://doi.org/10.21464/mo.32.1.4
Invisible patterns of learning: How the hidden curriculum shapes experiential learning and reflective practice?
Lucija Jančec
orcid.org/0000-0002-5014-7137
; Centar za istraživanje djetinjstva, Učiteljski fakultet, Sveučilište u Rijeci, Rijeka, Hrvatska
*
Iva Pintarić
; Učiteljski fakultet, Sveučilište u Rijeci, Rijeka, Hrvatska
* Dopisni autor.
Sažetak
This paper explores experiential learning theory within the framework of reflective practice in order to examine its implications for education. Unlike outcome-oriented approaches, experiential learning theory emphasizes the importance of learning through direct experience. It is closely connected to the hidden curriculum, which explains how, alongside planned teaching, unplanned or unconscious learning also takes place. Reflective educational practice represents practitioners’ efforts to improve their work through deeper understanding, with the aim of enhancing its quality and thereby promoting the well-being of children, students, and educational professionals. The aim of this paper is to present and clarify these theoretical constructs and phenomena, analyze their interrelations and theoretical grounding, and derive implications for educational practice.
Ključne riječi
hidden curriculum; David Kolb; experiential learning; reflective practice
Hrčak ID:
335181
URI
Datum izdavanja:
30.7.2025.
Posjeta: 957 *