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ERIC Number: EJ1093080
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0141-9072
To Be Conformative or Not--A Question of Style or Education? A Comparative Study of Teacher Students in Sweden and Community Education Students in Scotland
Boström, Lena; Coburn, Annette
Scottish Educational Review, v45 n2 p64-77 2013
Education systems in Sweden and Scotland are currently undergoing reforms which have shifted curricula from content driven to student focused approaches. In Higher Education, the shift from elite to more accessible mass education may bring direct implications for teaching and learning. Institutions continually seek evidence of the effectiveness of methods used to facilitate student learning and it is important for teachers in Higher Education to be aware of the different ways that students learn. This article examines the learning styles preferences for 70 students in Sweden and Scotland to consider whether, in light of international research on learning styles, these groups differed. Findings were used to explore why and how this might impact on higher education in terms of students' learning strategies. The findings suggested the need for diverse teaching approaches and concluded that community education students and teacher students differed in their preferences towards sound, design and conformity. The article considers how these differences might be explained and so, might be of interest to those engaged in teaching and learning in Higher Education and those working in discrete professional practice communities.
Scottish Educational Review. School of Education, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK. e-mail:; Website:
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden; United Kingdom (Scotland)
Grant or Contract Numbers: N/A