Identifying learning preferences in vocational education and training classroom settings

Smith, Peter 2006, Identifying learning preferences in vocational education and training classroom settings, Journal of vocational education & training, vol. 58, no. 3, pp. 257-270, doi: 10.1080/13636820600955492.

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Title Identifying learning preferences in vocational education and training classroom settings
Author(s) Smith, Peter
Journal name Journal of vocational education & training
Volume number 58
Issue number 3
Start page 257
End page 270
Publisher Routledge
Place of publication London, England
Publication date 2006-09
ISSN 1363-6820
1747-5090
Summary This research was designed to assess whether teachers and trainers of vocational learners noted and valued differences in individual learning preferences and, if so, how those differences were observed in natural classroom, workshop or other formal learning settings. Data were collected from six vocational education and training (VET) learning sites and included a quantitative questionnaire component and an interview component. The questionnaire data were generated from 160 VET teachers and trainers, and there were 13 interviews with individual teachers. The data show that teachers do make observations of style and preference differences and do respond to those differences. They are pragmatic in the ways that they make the observations and conclusions from them, and they organise their ideas about preferences into those to do with mode of delivery and those to do with learning context. Using these observations and their organisation of them, teachers also continuously modify preconceptions they have about individual learners and groups of learners, and those modifications influence teachers' responses to learners.
Language eng
DOI 10.1080/13636820600955492
Field of Research 130108 Technical, Further and Workplace Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2006, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003999

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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