Abstract
The purpose of this mixed methods study was to address how preservice teachers’ preferred learning style influences their philosophy of teaching agricultural education. A convergent parallel mixed methods design was used in which quantitative and qualitative data were collected simultaneously, analyzed separately, and then merged for combined analysis. In this study, we identified 17 preservice teachers’ learning style and then assessed how their learning style influenced their philosophy statement. We found 59% of the teaching philosophy statements were similar to the preservice teachers’ learning style, 18% were different, and 23% were deemed inconclusive. It appears the preferred learning style of preservice teachers does carry through into their teaching philosophy. The percentage of inconclusive statements show that teachers will incorporate multiple learning styles to meet the diverse learning needs of their students. When the various learning styles of a class are met, it is suggested that the learning experience will be more effective and beneficial for the learners. Based on the findings of this study, we recommend implementing professional development sessions to help teachers blend their preferred learning style with the needs of their learners. Additionally, further research is needed to compare teachers’ actual practice with their teaching philosophies.
Highlights
Introduction and Problem StatementNovice middle and high school teachers often teach how they were taught or how the individual teacher prefers to learn (Brown, 2003)
Recognizing students learn in different ways, middle and high school teachers have adjusted their pedagogical approaches by using multiple teaching methods to help meet the needs of their diverse learners (Brown, 2003; Delahoussaye, 2002; Heimlich & Norland, 2002; Hernandez et al, 2020; Hydrie & Naqvi, 2021; Kolb & Kolb, 2006; Loewenberg Ball & Forzani, 2009; Miller, 2001; Seaman & Fellenz, 1990)
There is a need to investigate how preservice teachers’ learning styles influence their initial teaching philosophies, which could influence their pedagogical preferences as a novice teacher
Summary
Novice middle and high school teachers often teach how they were taught or how the individual teacher prefers to learn (Brown, 2003). The way teachers were taught may often times be different than the learning preferences found in a classroom of diverse learners. Recognizing students learn in different ways, middle and high school teachers have adjusted their pedagogical approaches by using multiple teaching methods to help meet the needs of their diverse learners (Brown, 2003; Delahoussaye, 2002; Heimlich & Norland, 2002; Hernandez et al, 2020; Hydrie & Naqvi, 2021; Kolb & Kolb, 2006; Loewenberg Ball & Forzani, 2009; Miller, 2001; Seaman & Fellenz, 1990). There is a need to investigate how preservice teachers’ learning styles influence their initial teaching philosophies, which could influence their pedagogical preferences as a novice teacher
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