Pre-service teacher education may perpetuate myths about teaching and learning

John ROGERS, Anisa CHEUNG

Research output: Contribution to journalArticles

Abstract

This research report presents the preliminary findings of mixed-methods study examining the beliefs of trainee teachers regarding a number of ‘learning myths’, e.g., learning styles and multiple intelligences. Using a cross-sectional experimental design, survey data were collected from 65 pre-service teachers enrolled in a high-profile Bachelor of Education program as to their beliefs in a number of myths about teaching and learning. 18 participants then took part in semi-structured interviews. The results indicate that trainee teachers’ beliefs in education myths and misconceptions may not change over the course of a five-year ‘evidence based’ teacher preparation program. Further, the qualitative results suggest that beliefs in learning myths might become further entrenched over the course of study as a result of being actively promoted by faculty throughout the program. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)417-420
JournalJournal of Education for Teaching
Volume46
Issue number3
Early online dateMay 2020
DOIs
Publication statusPublished - 2020

Citation

Rogers, J., & Cheung, A. (2020). Pre-service teacher education may perpetuate myths about teaching and learning. Journal of Education for Teaching, 46(3), 417-420. doi: 10.1080/02607476.2020.1766835

Keywords

  • Neuromyths
  • Learning styles
  • Multiple intelligences
  • Teacher education
  • Pre-service teachers

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