Preservice Teachers’ Constructivist Teaching Scores Based on Their Learning Styles

Kablan, Zeynel; Kaya, Sibel

doi:10.14221/ajte.2014v39n12.5

Cited by 11 publications

(17 citation statements)

References 32 publications

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“…Based on the characteristics of the two learning styles above, the convergent learning style is the learning style needed to perform critical thinking. Convergent learners tend to construct knowledge independently [35]. Construction of knowledge is needed when learners seek answers to problems that have not been previously known.…”

Section: Resultsmentioning

confidence: 99%

Convergence vs. Divergence Learning Style Study of Critical Thinking

Dewi¹,

Tandyonomanu²

2018

Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018)

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This study aims to examine the relationship of learning style to critical thinking skills in the higher education students. In this study, the Kolb Learning Style Inventory is used to determine learning styles while Watson Glasser Critical Thinking Appraisal is used to measure critical thinking. The subjects of the study were 154 students, coming from the students of the class of 2017. The data were analyzed using a t-test. The result is that is there a difference in critical thinking skills between convergent and divergent learning styles, where the critical thinking skills score in the convergent group is higher than critical thinking score in the diverging group, although most students have divergent learning styles.

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Section: Resultsmentioning

confidence: 99%

Convergence vs. Divergence Learning Style Study of Critical Thinking

Dewi¹,

Tandyonomanu²

2018

Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018)

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“…En efecto, una amplia cantidad de autores (Abdi, Lael & Ahmadyan, 2013;Donche, De Maeyer & Van Petegem, 2007;Fernández, Pérez, Peña & Mercado, 2011;García, Sánchez, Jiménez & Gutiérrez, 2012;Gaston, Martínez & Martín, 2016;Kablan & Kaya, 2014;Kamboj & Kumar, 2015;Monereo et al, 2007;Rodríguez, Sanmiguel & Hernández, 2012;Shukla y Dungsungnoen, 2016) se han preocupado de destacar el impacto de los docentes en el uso de estrategias de aprendizaje activas por sus estudiantes, determinando insoslayablemente su proceso de aprendizaje. De esta manera, siguiendo los lineamentos destacados por Coll (2004), la enseñanza y el aprendizaje se pueden entender como dos vértices de un triángulo que encuentra en los contenidos educativos su tercer ápice.…”

Section: Discussionunclassified

Análisis cualitativo en torno al uso de estrategias de enseñanza por docentes universitarios en contextos de formación de agentes educativos

Henríquez¹,

Vizcarra²

2019

EPAA

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The results of a study conducted at the Autonomous University of Baja California (UABC) and the Complutense University of Madrid (UCM) are presented. The objective was to analyze the teaching-learning strategies and the methods of evaluation of learning that are used by university teachers who train educational agents. Semi-structured interviews were conducted with 24 teachers (19 from the UCM and 5 from the UABC). The findings related to the dimension of teaching strategies are reported: three subdimensions, eight categories and six sub-categories of analysis were identified. The implementation of teaching strategies focused on the students and their learning process (identified with the constructivist theories of knowledge generation), on the teachers and their teaching action (aligned with behavioral perspectives), together with strategies focused on the nature of educational content. It is hoped that these findings will provide elements to better understand the strategies that teachers use to train future educational agents, adapting to the cognitive profiles of students and the different types of knowledge taught.

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“…The fixed mind set has perpetuated the traditional transmission model while hindering the pace of reforms in the sector and consequently leading to low teacher competence and quality of education (Darling-Hammond, 2006;Lin, 2013;Wang, 2016;Mbugua, 2011;Kablan &Kaya, 2014). Even the reforms in teacher education such as review of the PTE curriculum and introduction of BTE seems not to have changed the mindsets and traditions of the system.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…In Uganda, tackling PTC efficiency requires a comprehensive approach, starting with tutors' own practices. Teacher education programs need to include frequent opportunities of constructivist teaching experiences for pre-service teachers in order for them to gain content and pedagogical skills (Zeynel Kablan, 2014). Constructivists' approaches to training may promote epistemological change among teachers aware that the current education system requires a new kind of teacher with skills not previously commonly taught in teacher education.…”

Section: Literature Reviewmentioning

confidence: 99%

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The use of Constructivists’ Approach in Teacher Preparation; A case of Primary Teachers Colleges of South Eastern Uganda

Gusango¹,

Maani²,

Ssetumba³

2021

AJEP

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Purpose: The purpose of this study was to explore the implementation of constructivists’ principles in teacher preparation in colleges and to establish whether the constructivist approaches were being used to teach students. Methodology: This phenomenological study explored the lived experiences of tutors and students in light of constructivists informed teaching. It involved 3 PTCs and 15 participants who were purposively sampled. The methodology for this study was qualitative with a phenomenological research design where data was gathered using in-depth multiple interviews and observation. The data collection and analysis followed Moustakas (1994) procedure. Findings: Data analysis and results revealed that tutor‘s continue to rely on traditional approaches in both instruction and supervision of school practice. Unique Contribution to Theory, Practice and Policy: This research study adds to the body of knowledge about ways in which constructivists’ informed teaching supports teaching effectiveness and promotes students’ learning amplifying the need for reflective practice in instruction. The study recommends establishing and setting up Reflective Practice Laboratories in PTCs for tutors and students induction on several constructivists’ practices that include reflection, clinical supervision, use and integration of ICT and other interventions in a proper and professional setting.

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Preservice Teachers’ Constructivist Teaching Scores Based on Their Learning Styles

Cited by 11 publications

References 32 publications

Convergence vs. Divergence Learning Style Study of Critical Thinking

Convergence vs. Divergence Learning Style Study of Critical Thinking

Análisis cualitativo en torno al uso de estrategias de enseñanza por docentes universitarios en contextos de formación de agentes educativos

The use of Constructivists’ Approach in Teacher Preparation; A case of Primary Teachers Colleges of South Eastern Uganda

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