A Comparison of Learning Styles, Teaching Styles, and Personality Styles of Preservice Montana and Ohio Agriculture Teachers.

Abstract

Educational researchers have shown that not all students learn the same (Witkin, 1973; Gregorc, 1979; Jacobs, 1990). Students are unique in their own ways, including the way they learn. The characteristics of students teachers are just as diverse as those of the students. Researchers (Gregorc. 1979; Gregorc & Guild, 1984) suggest that the learning style, teaching style, and personality style of teachers have implications for student learning. Studies have investigated the selected teacher characteristics of learning style (Avery, 1985; Gregorc, 1979; Jacobs, 1990;Witkin, 1973; Zippert, 1985), teaching style (Avery, 1985; Dunn & Dunn, 1979; Witkin, 1973; Gregorc. 1979; Koppleman. 1980). and personality style (Lawrence, 1984; Myers & Myers, 1989; Hoffman & Betkouski. 1981; DeNovellis & Lawrence, 1983). Cano, Garton, and Raven (1991) concluded that despite the amount of related research regarding learning styles, teaching styles, and personality styles, agricultural teacher educators were unable to fully utilize the results because agriculture teachers were not included in the samples of previous research.