Promoting experiential learning in pre-service teacher education

This report introduces the experiential learning initiative at a major university in Hong Kong that prepares pre-service teachers with experience of engaging with social and cultural issues in teaching. It calls on teacher educators in different contexts to work together on similar initiatives that help pre-service teachers grow professionally through designing, developing, managing and promoting their experiential learning projects to enhance human development and improve human conditions. [Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02607476.2015.1080424]