ERIC Number: ED363580
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Experience versus Theory in Teacher Education. Research in Teacher Education Monograph Series, No. 1/91.
FitzGibbon, A.; And Others
This monograph contains two papers that examine the importance of learning styles and discuss whether teaching styles should be matched to learning styles. The first paper, "The Matching of Learning Styles to Teaching during Teacher Education (Theory into Practice): A Preliminary Study," by A. FitzGibbon and others, discusses a research project in which student teachers had to determine the learning styles of their students using the Kolb Learning Styles Inventory, and design and implement a lesson in which the four phases of the Kolb Learning Cycle were included. Student teachers indicated that they would examine the learning styles of their students in the future. They felt that learning styles did not have to be matched to teaching style but that there should be variety in instruction. When the learning styles of the student teachers themselves were considered, it was found that "divergers" reported least change in teaching style and "convergers" claimed to have changed their role more than any other group. The second paper is an example of a student report by Charlotte L. Callaghan, titled "Learning and Teaching Styles in the Classroom." It presents a second year French lesson which included experiencing, examining, explaining, and applying. The student teacher concluded that the lesson took into consideration students' learning styles and maintained students' interest and motivation, but was very time consuming to prepare. (Contains 25 references.) (JDD)
Descriptors: Cognitive Style, Foreign Countries, French, Higher Education, Lesson Plans, Preservice Teacher Education, Second Language Instruction, Secondary Education, Student Teacher Attitudes, Student Teachers, Student Teaching, Teaching Experience, Teaching Methods, Teaching Styles, Theory Practice Relationship
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Dublin Univ. (Ireland). Dept. of Teacher Education.
Identifiers - Location: Ireland