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Implementation of learning styles at the teacher level

Implementation of learning styles at the teacher level Purpose – The purpose of this paper is to present, try out, and evaluate a strategy for implementation of learning and teaching styles at the teacher level. Design/methodology/approach – The study takes a qualitative approach to evaluating the short‐term and long‐term effects of a workshop on teaching and learning styles with regard to changing teachers' implicit beliefs and teaching practice. Findings – Fourteen months after a two‐day workshop on learning and teaching styles, teachers' implicit beliefs about learning and teaching remain explicit and their teaching practice has changed towards a higher degree of differentiation as a result of the workshop. Practical implications – The paper demonstrates that it is possible to change experienced teachers' teaching practice to a higher degree of differentiation with a two‐day workshop. Originality/value – The paper provides knowledge on how to change in‐service teachers' implicit beliefs and how to affect their teaching practice to making use of of learning and teaching styles in their teaching practice. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education + Training Emerald Publishing

Implementation of learning styles at the teacher level

Education + Training , Volume 50 (2): 12 – Mar 21, 2008

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References (19)

Publisher
Emerald Publishing
Copyright
Copyright © 2008 Emerald Group Publishing Limited. All rights reserved.
ISSN
0040-0912
DOI
10.1108/00400910810862137
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to present, try out, and evaluate a strategy for implementation of learning and teaching styles at the teacher level. Design/methodology/approach – The study takes a qualitative approach to evaluating the short‐term and long‐term effects of a workshop on teaching and learning styles with regard to changing teachers' implicit beliefs and teaching practice. Findings – Fourteen months after a two‐day workshop on learning and teaching styles, teachers' implicit beliefs about learning and teaching remain explicit and their teaching practice has changed towards a higher degree of differentiation as a result of the workshop. Practical implications – The paper demonstrates that it is possible to change experienced teachers' teaching practice to a higher degree of differentiation with a two‐day workshop. Originality/value – The paper provides knowledge on how to change in‐service teachers' implicit beliefs and how to affect their teaching practice to making use of of learning and teaching styles in their teaching practice.

Journal

Education + TrainingEmerald Publishing

Published: Mar 21, 2008

Keywords: Learning styles; Teaching styles; Training; Core beliefs; Adult education

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