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THE ROLE OF STUDENT LEARNING IN INITIAL TEACHER EDUCATION – THE PREMISE OR THE EFFECT OF FORMATION AND DEVELOPMENT OF PROFESSIONAL SELF-IDENTITY
Abstract
The present study investigates the issue of professional development in the context of initial teacher education (ITE) for primary and preschool level. It tries to identify the influence that the process of professional identity formation has in relation to learning styles. The research was carried out with 130 students in Department of Teacher Education from the University of Bucharest. The methodological aproach aimed at discovering the way different learning styles are applied according to several analysis factors used to determine the degree of development and maturity of the professional self-identity: amplitude, complexity, stability. For this purpose there were employed instruments such as Cine sunt eu? (CSE)1, a valuable investigation method in the field of education and personality psychology [1] and a tailor-made questionnaire to identify learning styles, starting from the initial Felder-Silverman model and putting it in relation with the structure of Kolb and McCarthy & Myers-Briggs' learning styles - MBTI [2]. The results encourage the complex use of cognitive styles in adult learning and the revising of didactic strategies for ITE.
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