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Analysis of Relationship between the Feature of Brain Preference and Learning Style of Preservice Special Education Teachers

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2013, 14(3), pp.21-47
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Chung Jin-Ja 1

1우석대학교

Accredited

ABSTRACT

The purpose of this study was to find out where there is a relationship in the features of brain preference and learning style of preservice special education teachers. The subjects in this study were 254 students in Special education major. The instruments used in this study were Brain Preference Indicator(BPI) and Learning Style Inventory(LSI). The results of the present study were as follows:First, the features of brain preference of the preservice special education teachers were left-brain preference by less then BPI 5.00 points, and were both-brain preferences by less then BPI 4.00 points and less then BPI 4.22 points. The preservice elementary education teachers were left-brain preference and both-brain preferences by less then BPI 5.00 points and less then BPI 4.00 points. And the preservice elementary education teachers were both-brain preference and right-brain preferences by less then BPI 4.22 points. The preservice secondly education teachers were left-brain preference and both-brain preferences by less then BPI 5.00 points, less then BPI 4.00 points and less then BPI 4.22 points. The preservice early childhood special education teachers were left-brain preference and both- brain preferences by less then BPI 5.00 points. And the preservice early childhood special education teachers were both-brain preferences and right -brain preferences by less then BPI 4.00 points and less then BPI 4.22 points. Second, the learning style of preservice special education teachers are high in order to accommodator, assimilator, diverger, converger. The preservice elementary special education teachers are in order to assimilator, accommodator, diverger and converger. The preservice secondary special education teachers are in order to accommodator, diverger and assimilator, converger. The preservice early childhood special education teachers are in order to accommodator, assimilator, diverger and converger. Third, the feature of left-brain preference was learning style of accommodator and diverger by less then BPI 5.00 points, less then 4.00 points and less then BPI 4.22 points. The feature of both-brain preference was learning style of accommodator and assimilator by less then BPI 5.00 points and less then 4.00 points and less then BPI 4.22 points. The feature of right-brain preference was learning style of assimilator and diverger by less then BPI 5.00 points and less then 4.00 points was learning style of assimilator and accommodator by less then 4.22 points. The preservice special education teachers of left-brain preference were learning style of accommodator and diverger. The preservice special education teachers of both-brain preference were learning style of assimilator and accommodator. And the preservice special education teachers of right-brain preference were learning style of assimilator, accommodator and diverger. The significance of this study findings’s was to unfold the relationship in the features of brain preference and learning style of preservice special education teachers. From the results of analysis, the followings can suggested. First, the subjects in this study were students of special education major in three Universities, Therefore, the findings might not be generalizable. And the reliability of Brain Preference Indicator(BPI) was poor. Secondly, moreover, it is necessary to investigate the a relationship In the features of brain preference and learning style of students with special needs. And it is necessary to compare the a relationship in the features of brain preference and learning style of students with special needs and special education teachers.

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