Diverse Approaches to the Diversity of Learning Styles in Teacher Education

Honigsfeld, Andrea; Schiering, Marjorie

doi:10.1080/0144341042000228861

Cited by 32 publications

(42 citation statements)

References 9 publications

(3 reference statements)

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“…Also, the LSI-1985 remains one of the most widely distributed instruments used in higher education, since it is based on a grounded theoretical base which claims to provide a valuable framework for the design and management of learning activities (Healey & Jenkins, 2000). This instrument has been used to delimit possible relations with academic choices, achievement, and teaching styles (Honigsfeld & Schiering, 2004). Empirical results with the LSI-1985 have shown differentiated learning style preferences in specified disciplines: e.g., it has been found that social science students demonstrated a preference towards the accommodative style (Kruzich, Friesen, & Van Soest, 1986).…”

Section: Learning Style Preferences and Measurementmentioning

confidence: 99%

Kolb's Learning Style Inventory-1985: Validity issues and relations with metacognitive knowledge about problem-solving strategies

Metallidou

Πλατσίδου

2008

Learning and Individual Differences

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Section: Learning Style Preferences and Measurementmentioning

confidence: 99%

Kolb's Learning Style Inventory-1985: Validity issues and relations with metacognitive knowledge about problem-solving strategies

Metallidou

Πλατσίδου

2008

Learning and Individual Differences

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“…Egal, 2009;Hart & Dunn, 2008;Honigsfeld & Schiering, 2004) that show both matched and mismatched methods, but also show teaching students´ and teachers´ attitudes toward learning styles based methodology. There are also many studies conducted in the United States about the use of learning styles pedagogy in teacher training education and in-service training for teachers (Burke, 2000;Dunn & Burke, 2007;Whitley & Littleton, 2000).…”

Section: Learning Styles and Teaching Studentsmentioning

confidence: 99%

Learning Style Differences between Nursing and Teaching Students in Sweden: A Comparative Study

Boström

Hallin

2012

IJHE

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The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. Teacher education, as well as nursing education, is currently undergoing reforms in Sweden. At the university where the research was conducted, teaching and nursing programs are two priority educational programs and maybe knowledge of learning styles can improve the quality of these programs. The purpose of this research was to examine the learning style preferences for two student groups, teachers and nurses, to analyze their differences in light of international research on learning styles. The study involved 78 teaching students and 78 nursing students. Twenty subscales of the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn, & Price, 1984;1991; were used to identify the participants' learning style preferences. The results showed statistically significant differences between the two student groups. In comparison to teaching students, more nursing students were highly motivated, kinesthetic, and preferred authorities. More teaching students were highly persistent. The findings suggest the need for widely diverse teaching approaches and conscious didactic action skills in higher education, as well as implementation of learning strategies for students.

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“…Recordamos a esse propósito Schön (1992) -e a importância da reflexão sobre a ação educativa, neste caso depois da ação, aqui entendida como prática de sala de aula -e os contributos da investigação que apontam as práticas reflexivas como uma ferramenta essencial à melhoria das práticas de ensino (Honigsfeld & Schiering, 2004;Kane, Sandretto & Heath, 2002;McAlpine & Weston, 2002).…”

Section: Introductionunclassified

Análise ontossemiótica de procesos instrucionais de matemática, melhoria de práticas e desenvolvimento profissional docente

Nogueira¹

2015

R Est Inv Psico y Educ

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ResumoA descrição do tipo de conhecimento matemático presente num processo de estudo e das suas formas de exploração em aula constitui uma valiosa ferramenta para uma reflexão criteriosa sobre práticas educativas, com efeito no âmbito da melhoria da qualidade de processos educativos e no desenvolvimento profissional docente. Ao longo deste texto partilharemos o resultado da aplicação de uma ferramenta disponibilizada pelo modelo de análise ontossemiótica para descrição de processos de instrução matemática: a técnica de análise semiótica. A partir de um segmento instrucional desenvolvido numa aula de Matemática do Ensino Básico, apresentaremos um exemplo das possibilidades oferecidas por este modelo à compreensão de processos instrucionais e à melhoria tanto de processos de ensino dos professores como das aprendizagens dos alunos. Palavras-chave: análise didática, práticas educativas, matemática, modelo ontossemiótico, desenvolvimento profissional docente AbstractThe description of mathematical knowledge types present in a study process and its forms of exploitation in class can be a powerful tool for a thorough reflection on educational practices, with impact both in the quality improvement of educational processes as on teacher professional development. Throughout this text we will share results of applying a tool provided by the onto-semiotic approach designed for describing mathematical processes: the semiotic analysis technique. From an instructional segment developed in a mathematics class of Primary Education, it will be presented an example of the possibilities offered by this model to the understanding of instructional processes and to the improving both of teaching processes and students learning. Keywords: didactic analysis, educational practices, mathematics, onto-semiotic approach, teacher professional development Entendendo a análise didática como um conjunto estruturado de instrumentos que possibilitam a exploração e o aprofundamento de múltiplos significados dos contextos, dos conteúdos e das práticas realizadas em sala de aula, a identificação e a descrição de práticas escolares desenvolvidas na aprendizagem e no ensino da Matemática constituem dois dos seus aspetos essenciais. Importa, pois, dispormos de mecanismos de análise dos processos de instrução que nos permitam avaliar, entre outras dimensões e de uma forma objetiva, o quê e como acontece na sala de aula, patentes no tipo de solicitações de natureza cognitiva são requeridas aos alunos nas aulas de Matemática.Assim, a descrição e reflexão sobre os processos instrucionais afigurasse-nos como indispensável a qualquer processo de melhoria da escola, não apenas porque permitirá distinguir práticas eficazes para a aprendizagem dos seus alunos de outras menos conseguidas mas também porque possibilitará a qualquer professor aceder às suas formas de intervenção, criando oportunidades de validar ou reconfigurar as suas práticas, contribuindo dessa forma para o seu próprio desenvolvimento profissional. Recordamos a esse propósito Schön (1992) -e a ...

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Diverse Approaches to the Diversity of Learning Styles in Teacher Education

Cited by 32 publications

References 9 publications

Kolb's Learning Style Inventory-1985: Validity issues and relations with metacognitive knowledge about problem-solving strategies

Kolb's Learning Style Inventory-1985: Validity issues and relations with metacognitive knowledge about problem-solving strategies

Learning Style Differences between Nursing and Teaching Students in Sweden: A Comparative Study

Análise ontossemiótica de procesos instrucionais de matemática, melhoria de práticas e desenvolvimento profissional docente

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