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How can an understanding of cognitive styles enable trainee teachers to have a better understanding of differention in the classroom?

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journal contribution
posted on 22.02.2013, 08:57 authored by Carol Evans, Michael Waring
The relationship between cognitive style and trainee teacher conceptions of differentiation was studied to develop appropriate scaffolding of their learning. 149 trainee teachers enrolled on 1 year postgraduate initial teacher education (ITE) programmes at two UK universities completed the Cognitive Style Index (Allinson and Hayes, Journal of Management Studies, 33(1):119–135, 1996;Hodgkinson and Sadler-Smith, Journal ofOccupational and Organisational Psychology, 76(2):243–268, 2003) and a questionnaire exploring their understanding of differentiation, conceptions of learning and learning preferences. A stratified sample of these trainees was also interviewed to assess their understanding and prior knowledge of differentiation and learning styles and how they would plan for these in the classroom. Responses were coded using content analysis procedures. Cognitive style was found to impact on trainees’ conceptions of differentiation; for example, trainees demonstrating higher levels of analysis and intuition had a more developed understanding of differentiation than other cognitive styles. In relation to the findings, the use of a constructivist pedagogical tool: a Personal Learning Styles Pedagogy (Evans and Waring, Zhang & Sternberg (Eds.), Perspectives on the nature of intellectual styles, 2009) is presented to inform the reconceptualisation of ITE programmes. In so doing, the use of this tool addresses key issues raised in recent international policy debates concerning the necessary development of ITE for twenty-first century learner needs.

History

School

  • Sport, Exercise and Health Sciences

Citation

EVANS, C. and WARING, M., 2011. How can an understanding of cognitive styles enable trainee teachers to have a better understanding of differention in the classroom? Educational Research for Policy and Practice, 10 (3), pp. 149 - 169.

Publisher

© Springer Verlag

Version

AM (Accepted Manuscript)

Publication date

2011

Notes

This article was published in the journal, Educational Research for Policy and Practice [© Springer Verlag] and the definitive version is available at: http://dx.doi.org/10.1007/s10671-011-9101-1

ISSN

1570-2081

eISSN

1573-1723

Language

en