| The preoccupations for optimizing the efficiency of the didactic process most profoundly aim at its results, their depth and solidity, from the informative but particularly from the formative perspective. The action-pragmatic structures(abilities, skills, competences) as well as the energetic-axiological orientationones (attitudes, motivation) are achievements that persist for a long time, after a good part of the informative contents that implicitly “work” to obtain other new results over and over again is forgotten. Experiential learning, one of the types of learning designed to surpass the clash between theory-application, abstract-concrete, successfully developed by Kolb in the 80s, is of a large variety. The paper intends to synthetically and comparatively present a number of 9alternatives for realising the cycle of experiential learning with the aim of identifying some possibilities for valuing them in the formative practice from the didactic career training. |
