Search results for: Learning styles
Page 1/2 11 items
Teacher candidates are required to learn substantial fundamental and practical knowledge often within short, fast-paced initial teacher education (ITE) programs. This study examined assessment education through a case study of 35 teacher candidates enrolled in an assessment/evaluation concentration at one Canadian institution. Using a slow movement framework with Fink’s (2013) significant learning experiences taxonomy, pedagogies were analyzed that provoked slow and significant learning. Findings from multiple data sources revealed trends in significant learning across program phases and pedagogical conditions, including authentic course assessments, cycles of coursework and placements, and collaboration. Directions for future research and ITE programming are provided.
Updated: Sep. 02, 2021
Glassner and Back, authors of the new book Exploring Heutagogy in Higher Education: Academia Meets the Zeitgeist, present the principles of Heutagogy approach in which let the students decide what and how to learn, with whom and from what resources. Since the success of this learning method is mostly teacher depended, they present the main two roles of the teachers in Heutagogy as motivators and facilitators. The authors suggest the COVID19 pandemic emphasizes the need to develop self-determined learners who take responsibility for their learning to enriches their knowledge, capabilities and personalities.
Updated: Apr. 30, 2020
Teacher shadowing as an empowering technique for EFL student teacher practical knowledge development: insights from three-week shadowing programmes
This study reports on shadowing’s potential as an observational and preparatory tool for learning, drawing on data obtained from a group of EFL student teachers who undertook a practicum. EFL student teachers’ perceptions of the shadowing technique and how shadowing contributes to practical knowledge, are focused on. Data were collected through semi-structured interviews and reflective reports after a shadowing experience of three weeks. Student teachers were found to have positive perceptions towards the shadowing technique, and a considerable development in their practical knowledge was also observed. The study recommends integration of shadowing into EFL practicum courses as a more rigorous approach.
Updated: Nov. 10, 2019
This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. The participants were 237 elementary and middle school teachers from 11 low-income schools in North Carolina. Researchers found that teachers with sensing-thinking and sensing-feeling learning style preferences had higher levels of resistance to change. Teachers with the ST learning style were also three times more likely to leave their schools, compared to teachers with other learning style preferences.
Updated: Jun. 13, 2010
Developing Effective Teacher Beliefs about Learners: The Role of Sensitizing Teachers to Individual Learning Differences
The present study concerns the development of teachers’ beliefs about students as a result of a professional development (PD) course. The PD course sensitized 234 teachers to individual learning differences (ILDs), based on style strategy. Five learning/cognitive styles tools were used. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. The authors conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development.
Updated: May. 30, 2010
Development of A User-Friendly Instrument for Identifying the Learning Strategy Preferences of Adults
Learning strategies offer a means of addressing individual differences. A programmatic line of inquiry at two universities in the United States has led to an extensive body of research related to learning strategies and to the development of two instruments. This study reports on the development of one of these instruments that can be used to quickly identify learning strategy preferences.
Updated: Dec. 09, 2009
In this article, the authors address the problem of extracting the learner model based on Felder–Silverman learning style model. The target learners in this problem are the ones studying basic science. Using NBTree classification algorithm in conjunction with Binary Relevance classifier, the learners are classified based on their interests. Then, learners’ learning styles are detected using these classification results.
Updated: Jul. 20, 2009
Using Technology Tools to Engage Students with Multiple Learning Styles in a Constructivist Learning Environment
The effectiveness of technology used to address multiple learning styles in a constructivist environment was the topic of a study in a preservice teacher education reading methods course. Technology was used to communicate, scaffold and clarify concepts and content, engaging students with information. Outside of the classroom, technology was used in mediating and negotiating learning between the instructor and the students, and among the students.
Updated: Mar. 24, 2008
Regardless of learning style preference, the use of case study was found to be the preferred learning method. These findings were the result of a study conducted on students enrolled in elementary/secondary science methods course. Students completed a survey indicating their learning style preference and rated the eight identified teaching methods used throughout the semester for effectiveness.
Updated: Feb. 19, 2008
Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics
Teachers' beliefs regarding how students learn mathematics in China and in the United States is the subject of an interview study. The study revealed distinct differences of thinking about how mathematics should be taught and how Chinese and American teachers think their students learn math. Chinese teachers talked about developing student interest in mathematics and relating it to real life situations. American teachers talked about learning styles and hands-on approaches to learning.
Updated: Feb. 05, 2008