Learning Styles, Reflective Praxis, and Transformative Learning as Effective Teaching Tools Implemented by Trinidadian Primary School Teachers

Abstract

Forty-two Trinidadian primary school teachers were asked questions pertaining to their development in terms of: (a) teaching delivery and instruction; (b) reflection of their instructional practice; (c) altering their instructional practices to suit their students’ differentiated abilities; and (d) any additional comments. Responses yielded the following four themes: (a) catering to students’ preferred learning style; (b) the promotion of a culture of reflective praxis among teachers; and (c) transformative learning as a means of fostering enhanced teaching practice among student/teachers. With these themes forming the principal aspects of the data garnered, the theoretical frameworks were: (a) learning styles; (b) reflective praxis; and (c) transformative learning. Matching teaching styles to students’ learning styles have been subjects of extensive study by several learning styles’ theorists such as Gregorc and Ward (1977), Butler (1987), Dunn and Dunn (1999), and Bissessar (2005). This study extended the literature on learning styles by examining it in relation to teachers’ reflective praxis and their transformative learning. Further studies are needed to determine the success of these Trinidadian primary school teachers’ use of learning styles and their students’ achievement.

Keywords: learning styles, reflective praxis, transformative learning