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ERIC Number: EJ1047064
Record Type: Journal
Publication Date: 2014-Dec
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0313-5373
Pre-Service Teachers' Constructivist Teaching Scores Based on Their Learning Styles
Kablan, Zeynel; Kaya, Sibel
Australian Journal of Teacher Education, v39 n12 Article 5 Dec 2014
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.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Learning Style Inventory
Grant or Contract Numbers: N/A