Teacher subject specialisms and their relationships to learning styles, psychological types and multiple intelligences: implications for course development

Perry, Chris and Ball, Ian 2004, Teacher subject specialisms and their relationships to learning styles, psychological types and multiple intelligences: implications for course development, Teacher development : an international journal of teachers' professional development, vol. 8, no. 1, pp. 9-28.

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Title Teacher subject specialisms and their relationships to learning styles, psychological types and multiple intelligences: implications for course development
Author(s) Perry, Chris
Ball, Ian
Journal name Teacher development : an international journal of teachers' professional development
Volume number 8
Issue number 1
Start page 9
End page 28
Publisher Routledge
Place of publication Wallingford, England
Publication date 2004-03
ISSN 1366-4530
1747-5120
Summary This study explores issues in teacher education that increase our understanding of, and response to, the individual differences displayed by learners. A large undergraduate teacher education cohort provided evidence of the range and distribution of preferences in learning styles, psychological types and multiple intelligences. This information revealed that distributions of scores on the Kolb Learning Style Inventory, the Myers-Briggs Type Indicator, and the Multiple Intelligences Checklist for Adults provide evidence about the scope and range of differences between four teacher subject specialisms. This rich information about those participating in teacher education courses provides some guidance for educating those with their own clear preferences to the range of different preferences expressed by many other learners and highlights the existence of four sets of major differences in approaches to teaching and learning in prospective teachers.
Language eng
Field of Research 130399 Specialist Studies in Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2004, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002863

Document type: Journal Article
Collection: School of Scientific and Developmental Studies in Education
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