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Teaching-learning style preferences of Special Education teacher candidates at Northeastern State University in Oklahoma
Foster, Vickie Lee 
Publisher:
ISBN10: 0542717123 ISBN13: 9780542717123

Summary

The purpose of this study was to describe the Special Education teacher candidate at Northeastern State University (NSU) in Oklahoma. Data were collected through an online demographic questionnaire and three self-administered instruments measuring the educational philosophy (PAEI), teaching style (PALS), and learning strategy preferences (ATLAS) of the participants. Analyses of the data using cluster analysis, discriminate analysis and regression was used to reveal information about the adult learner to describe the pre-service Special Education teacher. Findings of the study provide information for the university educators conducting classes for future teachers at NSU. The participants in the study profess a learner-centered philosophy, although they believe in a teacher-centered approach in the classroom. Their personal learning strategy preferences were not balanced as in the general population, but instead the program draws a disproportionally large number of Engagers, who are learners who initiate a learning activity from the affective domain and who stress relationships in the learning environment. When the interaction between educational philosophy and teaching style were investigated, it was found that the element that links these two together is what the teacher believes about the role of the teacher in the teaching-learning transaction. Four distinct groups among the Special Education teacher candidates were identified in terms of their educational beliefs.

Notes

Adviser: Gary J. Conti. Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2014. Thesis (Ed.D.)--Oklahoma State University, 2006. Electronic reproduction.Ann Arbor, MI :ProQuest Information and Learning Company,[200-]System requirements: Adobe Acrobat Reader.Available via World Wide Web.

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