|Published online: January 8, 2016||$US5.00|
Preferences for learning include a variety of components that reflect biological and learned/conditioned responses that are pedagogically useful for making improvements in the classroom. The purpose of this study is to investigate the relationship between the learning preferences of pre-service and experienced elementary educators and the impact they may have on pedagogical knowledge. The study is looking to determine if differences exist in the groups and when/how they occur. Surveys were completed by 1,114 adults that were preparing to teach or currently teaching in a kindergarten through sixth grade classroom. Chi-square and cross tab analysis were used to analyze the data in the area of brain dominance, age, gender, type of dominance, and limitations. Changes in dominant preferences were evident in this study across the teaching career. Differences exist in the preferences for brain dominance as well as eye and ear dominance across gender and age groups. It is unknown if the changes were due to cognitive growth, experience in the field, or a response to different pedagogical teaching approaches. Whatever teaching approach is used, it is important that teachers are aware of the changes that occur and apply these changes to classroom instruction.
|Keywords:||Hemispheric Dominance, Learning Styles, Preferences, Educators|
The International Journal of Pedagogy and Curriculum, Volume 23, Issue 2, June 2016, pp.9-25. Article: Print (Spiral Bound). Published online: January 8, 2016 (Article: Electronic (PDF File; 624.775KB)).
Professor, Eugene T. Moore School of Education, Clemson University, Clemson, SC, USA
Associate Professor & Graduate Coordinator, Eugene T Moore School of Education, Clemson University, Clemson, SC, USA