scholarly journals Learning styles and teacher efficacy among prospective teachers based on diverse variables

2019 ◽  
Vol 8 (3) ◽  
pp. 484
Author(s):  
Tazegül Demir Atalay
Keyword(s):  
High School ◽  
Teacher Efficacy ◽  
Learning Styles ◽  
Learning Style ◽  
Prospective Teachers ◽  
Educational Level ◽  
School Type ◽  
Learning Style Inventory ◽  
Sense Of Efficacy ◽  
Faculty Of Education

<p>The main aim of this study was to explore learning styles and teacher efficacy of prospective teachers, evaluate them based on department, gender, high school type and educational level of parents, and identify whether there is any relationship between teacher efficacy and learning styles. This is a descriptive study that was conducted using survey model. The study group consisted of 170 prospective teachers in the Faculty of Education, Kafkas University during the 2018-2019 academic year. Research data were gathered through “Teachers’ Sense of Efficacy Scale” and the “Kolb Learning Style Inventory”. The study came to the conclusion that prospective teachers mostly had diverging and converging learning styles while assimilating and accommodating learning styles were least preferred, their teacher efficacy was "sufficient", and teacher efficacy scores differed significantly in relation to learning styles. The study also found a significant relationship between some variables, i.e. department, gender, high school type and educational level of parents, and the prospective teachers' learning style and occupational self-efficacy level. The study discussed these findings from various aspects and proposed recommendations.</p>

scholarly journals Occupational anxiety and self-efficacy levels among prospective teachers

2019 ◽  
Vol 8 (1) ◽  
pp. 173
Author(s):  
Şule Fırat Durdukoca ◽  
Tazegül Demir Atalay
Keyword(s):  
Prospective Teachers ◽  
Educational Level ◽  
Self Efficacy ◽  
Negative Relationship ◽  
Teaching Profession ◽  
School Type ◽  
Certificate Program ◽  
Sense Of Efficacy ◽  
Faculty Of Education ◽  
The Relationship

<span lang="TR">This study examined the relationship between occupational anxiety and self-efficacy levels of prospective teachers enrolled in pedagogical formation training certificate program at the faculty of education in universities under the Council of Higher Education to teach in secondary schools and high schools in Turkey, and evaluated them based on diverse variables (gender, department, high school type, educational level of parents). It was a descriptive study using survey model. The study group comprised 236 prospective teachers. Research data were gathered through “Teaching Occupation Anxiety Scale” and “Teachers’ Sense of Efficacy Scale”. </span><span lang="EN-GB">The study concluded that the prospective teachers’ anxiety about the teaching profession was low, whereas they had high occupational self-efficacy, and there was a moderate, negative relationship between the two variables. The study also found that occupational self-efficacy levels of the participants differed in relation to the educational level of father.</span>

scholarly journals A Study on Learning Styles of Individuals Receiving Vocational Music Education

2019 ◽  
Vol 7 (10) ◽  
pp. 108
Author(s):  
Koray Çelenk ◽  
Emrah Lehimler
Keyword(s):  
High School ◽  
Learning Styles ◽  
Music Education ◽  
Learning Style ◽  
Team Work ◽  
University Faculty ◽  
Learning Style Inventory ◽  
Class Level ◽  
Significant Difference ◽  
Visual Materials

The aim of this study is to examine the learning styles of the students who take vocational music education and to determine whether the learning styles differ according to gender, age, high school, university, faculty, and class level and instrument variables. This research is a descriptive study conducted in a survey model. In this context, the conceptual infrastructure has been formed by searching the literature, studies on learning styles have been examined and Kolb’s Learning Style Inventory III has been used as a data collection tool. The study group consists of 423 students who study in faculties and conservatories which give vocational music education of 9 universities in Turkey. The results show that the students receiving vocational music education are mostly in the “Diverger” category, while the distribution of students in the “Assimilator”, “Accommodator”, and “Converger” categories is less. In this study, it has been found that the learning styles of the students receiving vocational music education have not differred according to gender, age, university, faculty, and class level and instrument variables. A significant difference has been found in the high school variable. Basing on Kolb’s learning approach, it can be said that providing education in accordance with the students’ preferred instructional approaches (using question-answer, using metaphor, discussion, expression, team work, project preparation, using visual materials, conducting individual research, collecting information from mass media, organizing seminars, utilization from experts etc.) in Diverger and Assimilator categories will have a positive effect on the complete and meaningful learning of the students.

Comparison of Learning Styles between Physical Education and Dance Majors

1984 ◽  
Vol 58 (2) ◽  
pp. 583-588 ◽  
Author(s):  
Dorothy B. Zakrajsek ◽  
Rebecca L. Johnson ◽  
Diane B. Walker
Keyword(s):  
Physical Education ◽  
Learning Styles ◽  
Learning Style ◽  
T Test ◽  
Education Majors ◽  
Learning Style Inventory ◽  
Physical Education Majors

Learning styles of dance and physical education majors were described and compared. Subjects were 167 declared majors in 1982 from 9 universities (87 PE, 80 dance; 44 males, 115 females). Kolb's Learning Style Inventory which measures abstractness or concreteness and activity or reflectivity was given. By t test (.05) no significant differences in preferred learning style were found between majors or genders.

scholarly journals LEARNING STYLES

2009 ◽  
Vol 16 (02) ◽  
pp. 162-168
Author(s):  
KHALID FAROOQ DANISH ◽  
AZRA SAEED AWAN
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Career Choices ◽  
Intermediate Level ◽  
Third Place ◽  
Cross Sectional ◽  
Learning Style Inventory ◽  
Medical College ◽  
Humanities Students

O b j e c t i v e s : 1. To study the prevalence of learning styles in intermediate level students in Rawalpindi according to Kolb'sLearning Style Inventory. 2. To study the correlation of learning styles with career choices of intermediate level students in Rawalpindi. 3.To compare the results of the study with the learning styles of clinical students of a medical college. D e s i g n : Cross sectional. Descriptive.M e t h o d s : The study was done on the intermediate level students of Government Colleges in Rawalpindi. It included the Pre-Medical, Pre-Engineering and Humanities students. All students were given a questionnaire based on Kolb's learning style inventory, and responsescollected. Instructions to fill the questionnaire were given verbally to all students. Each student was also instructed to present three careerchoices in order of priority. Data was collected. Results: Prevalence of different learning styles in medical students and intermediate levelstudents is shown in table-l and table-ll respectively. C o n c l u s i o n s : The prevalence and pattern of learning styles of intermediate levellearners and medical students is different. Majority of intermediate level learners have the converger learning styles in contrast with themedical students in whom accommodators are in overwhelming majority. Most learners choosing "Doctor" as their preferred career amongintermediate level learners were of assimilator style, followed by convergers. Accommodators were on third place in choosing "Doctor" aspreferred career. The most preferred career among intermediate level learner was "Teacher".

Reality and Diversity: Reform in the Architectural Design Studio

2006 ◽  
Vol 31 (2) ◽  
pp. 20-31
Author(s):  
Jia Beisi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Personal Experience ◽  
Architectural Design ◽  
Learning Activities ◽  
Two Dimensional ◽  
Learning Style Inventory ◽  
Reflection In Action ◽  
Architectural Design Studio ◽  
And Performance

Habraken points out that the architectural studio failed to bring students to basic questions in the architecture of everyday environments. Till criticizes that in a studio, it is only the professional value represented by the teachers that prevails. To investigate the reasons of the allegation, this paper introduces a learning model defined by David A. Kolb, in which a learning process consists of two dimensional movements: i.e., prehension (concrete experiences vs. abstract conceptualization) and transformation (reflection and experiment). The paper then inquires into Schön's observation in the studio learning mode characterized as reflection-in-action. It is found that this studio is mainly dealing with the transformation dimension, and prehension dimension is either suppressed or represented by the teacher's experiences and conceptions. The paper discovers that the cause of problems raised by Habraken and Till is the inherent lack of substance in the prehension dimension. The paper assesses a studio programme in which the basic questions of built environment were systematically introduced. It analyzes the students' reactions and performance in line with students' learning styles found using Kolb's Learning Style Inventory (LSI). It suggests that the students' learning activities are more diversified than what Schön could perceive. There is a possibility to adapt students' personal experience and abstract conceptualization which may play into the studio. By enhancing diversity of learning styles rather than letting one's learning style (reflection-in-action) prevail, the studio may become a platform in which students may learn from each other.

Students' Learning Styles and Learning Effects

2014 ◽  
pp. 197-235
Keyword(s):  
Data Mining ◽  
High Schools ◽  
Learning Styles ◽  
Learning Style ◽  
Negative Association ◽  
Survey Result ◽  
Learning Style Inventory ◽  
Open Source Data ◽  
Source Data ◽  
Exam Scores

This chapter introduces the concept of learning style and Memletics learning style inventory, and uses open-source data mining software WEKA to cluster the students of experiment classes in four high schools according to the values of seven dimensions in the Memletics learning style inventory that are calculated based on the survey result about their learning styles. The clustering result demonstrates that verbal and physical are always positively associated with exam scores, visual dimension usually has negative association with score exams; the association of learning style with exam scores remains almost static, and the high, medium, and low sum of dimension values of learning style corresponds to high schools in developed, developing, and undeveloped area in China, respectively. The findings are analyzed. The implication of learning style for intelligent instruction of English subject as a foreign language is suggested.

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