Over the last few years, experiential learning approach has been promoted and used in many contexts in the classroom learning. Nevertheless, very little academic literature exists on how this approach can be used for teacher education. This book, therefore, advocates the use of this reflection and process - oriented approach to teacher education. It explores, reviews and analyzes the approach through examination of its theoretical and practical grounds and then establishes how this can be applied to teacher education.It also reveals some insights into the nature of existing teacher trainings and suggests conceptual and practical changes from didactic educational norms to a more integrative social - constructivist approach.The subsequent parts elaborate the working principles of such an approach both in theory and practice in relation to a training programme designed to introduce the ideas of this approach in a teacher training. The book finally argues that the training approach for teachers and teacher trainers programme itself should be experiential to enable the participants to come to grips with ideas of the approach sustainably.