Literaturnachweis - Detailanzeige
| Autor/in | English, Alan |
|---|---|
| Titel | Assessing the Role of Exposure to Learning Styles Theory on K-12 Teachers: A Survey-Based Analysis |
| Quelle | In: Teacher Education Quarterly, 48 (2021) 4, S.78-96 (19 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-5328 |
| Schlagwörter | Cognitive Style; Learning Theories; Elementary School Teachers; Secondary School Teachers; Teacher Education Programs; Program Implementation; Outcomes of Education; Teaching Methods |
| Abstract | Despite a lack of empirical evidence, learning styles theory (LST) enjoys widespread support in education, leading many researchers to refer to it as a "myth." Although previous research has demonstrated LST's popularity, the impact of exposure to LST on teachers is not yet known. Here original survey data of K-12 teachers (n = 240) was used to determine how prevalent LST is, the sources that most commonly expose teachers to LST, and what impact exposure to LST has on them. Respondents reported widespread exposure to LST, particularly within teacher education programs, as well as widespread support for LST. Data analysis demonstrated a positive correlation between degree of exposure to LST and implementation of LST. These results are revealing of the lack of progress that researchers have made in moving K-12 teachers beyond LST, are suggestive of the role of research in teacher education programs, and raise potential implications regarding the impact of teacher education on the apprenticeship of observation. (As Provided). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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