Experiential education continues to be a growing trend in undergraduate education writ large. Indeed, educators at all levels of schooling are being tasked with incorporating experiential approaches in their teaching practice. While there is a robust line of the theory and research on experiential education, there is a limited and less focused collection of research on experiential education in teacher education in particular. This edited volume fills this void, extending the literature in the fields of teacher education and experiential education.

Experiential Education in Teaching and Teacher Education provides detailed accounts of experiential education as practiced in K-12 schools and teacher education programs. The cases across the book provide images of possibility that enable educators at all levels to consider what experiential education might look like in their own teaching contexts. Chapter authors include faculty within education programs as well as current and former practicing teachers engaged in the research and practice of experiential pedagogies.

Detailing history, theory, and practice, this book provides practitioner snapshots that peel back the curtain of leveraging experiential education in today's K-12 schools and schools of education.

Dr. Jocelyn Glazier is an Associate Professor in the School of Education at the University of North Carolina at Chapel Hill where she works with pre-service and in- service teachers on topics related to equity, justice and experiential pedagogies of discomfort. Glazier is a research partner in the Tricontinental Teacher Training program, a study abroad partnership between the University of North Carolina at Chapel Hill, the University of Winneba in Ghana and the University of Hamburg in Germany. Glazier's research has appeared in journals including Teaching Education, Harvard Educational Review and the Journal of Teachers and Teaching. In 2021, Dr. Glazier, Dr. Bolick and Dr. Annie Jonas edited a special issue of the Journal of Experiential Education focused on Experiential Education in K-12 and Teacher Education settings. Glazier currently serves as an Associate Editor for the Journal of Experiential Education.

Dr. Cheryl Mason Bolick is a former classroom teacher who has spent more than 20 years studying different dimensions of social studies education. She led some of the first efforts to integrate technology into social studies teacher education. Bolick has a long history of developing digital history curriculum materials and studying the use of digital history in social studies teacher education. This work laid the foundation for her current research interest in experiential education in social studies teacher education. Most recently, Bolick is engaging in research that investigates the impact of engaging students in experiential education as a philosophy to inform teaching and learning. She has studied the impact of experiential education initiatives within teacher education programs and the transference to the classroom. Her current research is examining the impact of experiential education in a teacher education program on classroom teaching.