Teaching the high school educator: Understanding their learning preferences in an adult-learning environment

摘要

This mixed-model study utilized the qualitative and quantitative data from high school teachers of one middle Tennessee school district and high school teachers of the Tennessee High School Speech and Drama League to determine if differences existed amongst the learning preferences of high school teachers in adult learning environments. All participants completed the Canfield Learning Styles Inventory to provide quantitative data. Members of an executive board completed a focus group questionnaire to provide qualitative data for the study. The study led to a recommendation that developers of professional development and school officials consider learning preferences because significant differences existed amongst the participants. Accounting for these differences could lead to more effective implementation of professional development content.