Author: Dr. Bhagyadhar Pramanik
DOI Link: https://doi.org/10.70798/Bijmrd/04050025
Abstract: Museums have increasingly been recognized as dynamic informal learning environments that complement classroom teaching by promoting experiential learning, critical thinking, cultural awareness, and interdisciplinary understanding. Teacher education programmes are therefore incorporating museumbased practical experiences to prepare future teachers for innovative pedagogical practices. This article examines the perceptions of future teachers before and after participating in a practical museum experience. Drawing upon contemporary literature on museum education, experiential learning, and teacher professional development, the study explores changes in participants’ attitudes toward museums as educational spaces, their confidence in integrating museum resources into classroom instruction, and their appreciation of object-based and inquiry-based learning. The article proposes a conceptual framework illustrating how practical museum experiences influence pedagogical beliefs, professional competence, and reflective practice. A quantitative pre-test–post-test research design is suggested to assess changes in perceptions among pre-service teachers. The findings are expected to demonstrate that authentic museum experiences positively influence future teachers’ motivation, instructional creativity, cultural sensitivity, and readiness to utilize museums as effective educational partners. The study contributes to teacher education by highlighting the importance of integrating informal learning environments into professional preparation programmes.
Keywords: Museum Education, Future Teachers, Pre-Service Teachers, Experiential Learning, Teacher Education, Informal Learning, Pedagogical Beliefs, Professional Development.
Page No: 208-215