Learning Styles building in Secondary Education Teachers’ Initial Training

Authors

  • Margarita González Peiteado Universidad Nacional de Educación a Distancia
  • Virginia Aznar Cuadrado Universidad de Santiago de Compostela
DOI: https://doi.org/10.6018/j/194141
Keywords: Initial Teaching Education, Master in Education, Secondary Education, Teaching Professional Development, Teaching Styles, Beliefs.

Abstract

The need of improving initial teacher training becomes a basic demand which involves all sectors of society. Given this context, the purpose of this study is to identify and describe differences in Master’s students who had a degree in Science, Foreign Languages, and Vocational Training. Thus, through a descriptive study we try to discover and decode beliefs and symbolic representations about teaching styles. We will use a qualitative-quantitative approach which will guide the study until data analysis. There is a clear tendency to perceive Academic Teaching Styles negatively. However, in a more detailed study, Vocational Training Graduates prove to be less coherent with active styles. Sex and age variables do not show significant differences in preferences in teaching styles.

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Published
07-03-2014
How to Cite
González Peiteado, M., & Aznar Cuadrado, V. (2014). Learning Styles building in Secondary Education Teachers’ Initial Training. Educatio Siglo XXI, 32(1 Marzo), 173–192. https://doi.org/10.6018/j/194141
Issue
Vol. 32 No. 1 Marzo (2014): Emociones, educación física y juego motor
Section
Artículos

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