Evans, Carol; Waring, Michael; (2009) The Place of Cognitive Style in Pedagogy: Realising Potential in Practice. Springer: New York, US.

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Abstract

As educational researchers in higher education institutions (HEIs) involved in the organisation and delivery of preservice teacher education programs, we are faced with the dilemma of how to challenge and disrupt current practice so as to enable preservice teachers to cope with and generate educational change that will enable them to provide solutions for the independent learners of the future. In the current era of personalized learning (Pollard & James, 2004) and the associated demands being made by current government educational policy (e.g. in the United States = No Child Left Behind; United Kingdom = Every Child Matters) on higher education teacher education (and schools), questions should be asked of the part cognitive styles can play in enhancing the individualization of the learning climate.

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