Student Teaching Changed Me: A Look at Kolb's Learning Style Inventory Scores Before and After the Student Teaching Experience

Smith, Kasee L.; Rayfield, John

doi:10.5032/jae.2017.01102

Cited by 8 publications

(10 citation statements)

References 21 publications

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“…Frequent and long term use of the model tends to continuously improve scientific skills and conceptual understanding. There was a wide range of changes in individual students, especially in active experimentation mainly on transforming experience rather than grasping experience in a teacher preparation program (Smith & Rayfield, 2017)..…”

Section: Discussionmentioning

confidence: 99%

Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

Sudria¹,

Redhana²,

Kirna³

et al. 2018

INT J INSTRUCTION

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This study aimed to examine the effect of Kolb's learning styles on chemical learning activities and achievement of reaction rate taught by inductive guidedinquiry learning. The population was eleventh grade Science students of a senior secondary school having relatively good academic input based on national testing results in Bali, Indonesia. Samples involved the entire students of five classes taken by cluster sampling from the whole nine classes of the population. Data were collected by Kolb's learning style inventory for the learning styles, observation and document recording for learning performances, post-test for the cognitive achievement, and questionnaires for student's perceptions. Data analyses were conducted qualitatively in assigning the learning styles, and describing learning performances and perceptions, and used ANOVA followed by Scheffé's post hoc test for the effect of learning styles on the cognitive achievement. The results showed: (1) the student learning styles were 35.8% Convergers, 30.0% Assimilators, 17.5% Divergers, and 16.7% Accommodators; (2) learning styles significantly affected the achievement with only superiority of the Convergers over the accommodators; and (3) the inductive guided-inquiry learning of chemical topic which involves concrete evidences via laboratory work was fruitful for all learners of all learning styles.

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Section: Discussionmentioning

confidence: 99%

Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

Sudria¹,

Redhana²,

Kirna³

et al. 2018

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…There are still many theoreticians who see slang as decadent, undesirable, and uneducated. Some researcher personally and firmly believes that slang is no longer a taboo as it once was and this assumption is totally absurd (Kolb & Fry, 1975;Smith,., & Rayfield, (2017).). Slang is a sign of life, vibrancy, and beauty in language.…”

Section: Literature Reviewmentioning

confidence: 99%

The Study of Relationship between Kolb’s Learning Styles, Gender and Learning American Slang‎ by Iranian EFL Students

Biabani¹,

Izadpanah²

2019

INT J INSTRUCTION

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This study aimed to investigate the relationship between Kolb's learning styles and learning slang among Iranian EFL students with a gender-based focus. To this end, 63 EFL students of Tehran University were selected as the participants of the study out of 70 through the proficiency test by simple random sampling. The participants were both genders-27 males and 36 females aged between 18 and 25 in 2017-2018. Using descriptive statistics, correlation, regression and t-test, the data were analyzed. The results of the study indicated a high, significant and positive regression of Kolb's learning style. The highest correlation between Kolb's learning styles and learning American slang was related to the Concrete Experience (CE) and the weakest one was related to the Abstract Conceptualization (AC). The results of the correlation demonstrated positive, significant and high correlation between the Kolb's ( 2005) learning styles and slang learning. Likewise, the study showed the highest correlation between the experiential learning styles (Concrete Experience, CE) and the slang learning. Meanwhile, the study showed non-significant correlation either between gender and slang learning or between gender and learning styles. The implication is that the teacher trainers may include fostering the beneficial learning styles in their lesson plan in order to improve the teachers' teaching.

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“…Student teaching is often viewed as the culminating or capstone experience in the formal education process of training teachers (Borko & Mayfield, 1995;Edgar, Roberts, & Murphy, 2009;Smalley, Retallick, & Paulsen, 2015). This practicum experience has been described as the place where students have the opportunity to learn in a high-impact setting based on real-world experiences (Smith & Rayfield, 2017). Much emphasis is placed on trying to provide a student teaching experience that is truly representative and programs, like the one at Texas Tech University, ask student teachers to follow their cooperating teacher(s) in every aspect of their job.…”

Section: Introductionmentioning

confidence: 99%

Decision to Enter the Classroom as an Agriculture Teacher: An Exploratory Qualitative Investigation

Frost,

Rayfield

2020

JAE

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With the continued shortage of teachers in agricultural education, the teacher preparation faculty in agricultural education at Texas Tech University began a series of investigations evaluating the teacher preparation program. These evaluations sought to identify areas for improvement and determine if elements of the student teaching experience were barriers to entering the profession. This phenomenological study used semi-structured interviews of recent teacher certification program completers (n = 5) who made the choice to take teaching jobs in agriculture, attend graduate school, or take jobs outside agricultural education. Results indicate the experiences associated with student teaching and the people involved did not influence intentions to teach. The two students who made changes in their intentions to teach, expressed having positive student-teaching experiences and made their decision based on family and business influences outside the student teaching process.

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Student Teaching Changed Me: A Look at Kolb's Learning Style Inventory Scores Before and After the Student Teaching Experience

Abstract: Student teaching as the culminating experience of a teacher preparation program has been shown to be of great importance in the preparation of pre-service agricultural educators (Harlin, Roberts,

Cited by 8 publications

References 21 publications

Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

Effect of Kolb's Learning Styles under Inductive Guided-Inquiry Learning on Learning Outcomes

The Study of Relationship between Kolb’s Learning Styles, Gender and Learning American Slang‎ by Iranian EFL Students

Decision to Enter the Classroom as an Agriculture Teacher: An Exploratory Qualitative Investigation

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