ERIC Number: EJ1219979
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Do Learning Style Preferences of Preservice Geography Teachers Matter in Self-Directed Learning?
Journal of Geography, v118 n4 p143-156 2019
An awareness of preservice geography teachers' learning styles and self-directed learning skills can assist geography lecturers in the creating of effective and meaningful learning environments. The cross-sectional case study explores whether a relationship exists between preservice geography teachers' self-directedness in learning and their learning styles. The participants completed Williamson's Self-Rating Scale of Self-Directed Learning questionnaire and D. A. Kolb's Learning Style Inventory. Descriptive statistical techniques, t tests, analyses of variance, chi-square tests, and Cramer's V test were used to analyze the quantitative data. This study found no relationship between preservice geography teachers' self-directedness in learning and their learning style preferences.
Descriptors: Cognitive Style, Preservice Teachers, Independent Study, Geography Instruction, Correlation, Measures (Individuals), Preferences, Case Studies, Student Attitudes, Teacher Education Programs
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Learning Style Inventory