Preservice teachers' constructivist teaching scores based on their learning styles

Citation data:

Australian Journal of Teacher Education, Vol: 39, Issue: 12, Page: 66-77

Publication Year:
2014
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Repository URL:
http://ro.ecu.edu.au/ajte/vol39/iss12/5
DOI:
10.14221/ajte.2014v39n12.5
Author(s):
Kablan, Zeynel; Kaya, Sibel
Publisher(s):
Edith Cowan University
Tags:
Social Sciences; Learning styles; constructivist teaching; microteaching; pre-service teachers; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development
article description
This study examined the relationship between pre-service teachers' constructivist teaching and their learning styles based on Kolb's Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by pre-service teachers following the microteaching session. Bivariate correlation and ANOVA anayses were conducted to evaluate the learning style-teaching relationship. Results showed that students' teaching evaluation scores were positively correlated with their active experimentation (AE) and negatively correlated with their reflective observation (RO) scores. ANOVA results showed that accommodating students had significantly higher self-evaluation scores than diverging and assimilating students. Moreover, converging students rated themselves higher than diverging students on constructivist teaching. These results imply that pre-service teachers who prefer constructivist learning strategies deliver better constructivist lessons based on their self reports.