Exploring the preferred learning style of preservice teachers and how this influences their philosophy of teaching
The purpose of this mixed methods study was to address how preservice teachers’ preferred learning style influences their philosophy of teaching agricultural education. A convergent parallel mixed methods design was used in which quantitative and qualitative data were collected simultaneously, anal...
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Advancements in Agricultural Development Inc
2021-07-01
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doaj-e69a19f994274b09b87c321bc43170432021-07-29T02:50:47ZengAdvancements in Agricultural Development IncAdvancements in Agricultural Development2690-50782021-07-012210.37433/aad.v2i2.131Exploring the preferred learning style of preservice teachers and how this influences their philosophy of teachingHeather Young0Bradley Coleman1Carla Jagger2Peyton Sweet Moore3J. C. Bunch4University of FloridaUniversity of FloridaUniversity of FloridaUniversity of FloridaUniversity of Florida The purpose of this mixed methods study was to address how preservice teachers’ preferred learning style influences their philosophy of teaching agricultural education. A convergent parallel mixed methods design was used in which quantitative and qualitative data were collected simultaneously, analyzed separately, and then merged for combined analysis. In this study, we identified 17 preservice teachers’ learning style and then assessed how their learning style influenced their philosophy statement. We found 59% of the teaching philosophy statements were similar to the preservice teachers’ learning style, 18% were different, and 23% were deemed inconclusive. It appears the preferred learning style of preservice teachers does carry through into their teaching philosophy. The percentage of inconclusive statements show that teachers will incorporate multiple learning styles to meet the diverse learning needs of their students. When the various learning styles of a class are met, it is suggested that the learning experience will be more effective and beneficial for the learners. Based on the findings of this study, we recommend implementing professional development sessions to help teachers blend their preferred learning style with the needs of their learners. Additionally, further research is needed to compare teachers’ actual practice with their teaching philosophies. https://agdevresearch.org/index.php/aad/article/view/131teaching philosophiesagricultural educationKolb LSImixed methods |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Heather Young Bradley Coleman Carla Jagger Peyton Sweet Moore J. C. Bunch |
spellingShingle |
Heather Young Bradley Coleman Carla Jagger Peyton Sweet Moore J. C. Bunch Exploring the preferred learning style of preservice teachers and how this influences their philosophy of teaching Advancements in Agricultural Development teaching philosophies agricultural education Kolb LSI mixed methods |
author_facet |
Heather Young Bradley Coleman Carla Jagger Peyton Sweet Moore J. C. Bunch |
author_sort |
Heather Young |
title |
Exploring the preferred learning style of preservice teachers and how this influences their philosophy of teaching |
title_short |
Exploring the preferred learning style of preservice teachers and how this influences their philosophy of teaching |
title_full |
Exploring the preferred learning style of preservice teachers and how this influences their philosophy of teaching |
title_fullStr |
Exploring the preferred learning style of preservice teachers and how this influences their philosophy of teaching |
title_full_unstemmed |
Exploring the preferred learning style of preservice teachers and how this influences their philosophy of teaching |
title_sort |
exploring the preferred learning style of preservice teachers and how this influences their philosophy of teaching |
publisher |
Advancements in Agricultural Development Inc |
series |
Advancements in Agricultural Development |
issn |
2690-5078 |
publishDate |
2021-07-01 |
description |
The purpose of this mixed methods study was to address how preservice teachers’ preferred learning style influences their philosophy of teaching agricultural education. A convergent parallel mixed methods design was used in which quantitative and qualitative data were collected simultaneously, analyzed separately, and then merged for combined analysis. In this study, we identified 17 preservice teachers’ learning style and then assessed how their learning style influenced their philosophy statement. We found 59% of the teaching philosophy statements were similar to the preservice teachers’ learning style, 18% were different, and 23% were deemed inconclusive. It appears the preferred learning style of preservice teachers does carry through into their teaching philosophy. The percentage of inconclusive statements show that teachers will incorporate multiple learning styles to meet the diverse learning needs of their students. When the various learning styles of a class are met, it is suggested that the learning experience will be more effective and beneficial for the learners. Based on the findings of this study, we recommend implementing professional development sessions to help teachers blend their preferred learning style with the needs of their learners. Additionally, further research is needed to compare teachers’ actual practice with their teaching philosophies.
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topic |
teaching philosophies agricultural education Kolb LSI mixed methods |
url |
https://agdevresearch.org/index.php/aad/article/view/131 |
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