LEARNING STYLES AND LEARNING DISPOSITIONS IN PUBLIC-SCHOOLS - SOME IMPLICATIONS OF PREFERENCE

This article reports an investigation of the learning style preference of two groups: teachers in public schools (K-12) and education majors who have not yet taught. The potential for teacher-to-student modelin g of the various learning dispositions described by Katz (1989) which correspond with the four learning styles identified by Gregorc (1988) is addressed. Some implications of teacher style preference and the su bsequent potential (or lack of potential) for the modeling of certain dispositions in public school settings are made.