Abstract:
The purpose of this study was to explore if teachers in
theological colleges teach according to their predominant
learning styles or according to the teaching styles of
teachers they most preferred during their college studies.
This study answered the following questions:
1. What are the learning styles of Kenyan theological
college teachers?
2. What are the teaching styles which were preferred by
Kenyan theological college teachers during their
college studies?
3. What are the teaching styles used by teachers in
Kenyan theological colleges?
In an attempt to arrive at better resul ts, three instruments
were used: the Group Embedded Figures Test (GEFT), Teaching
Strategies Inventory I (TSI), and Teaching Strategies
Inventory II (TSI).
After collecting, analyzing, and interpreting the data,
the findings of the study revealed that:
1. Every teacher has a distinctive learning style.
2. During their college studies, teachers in theological
colleges preferred a teaching style that tended to be
more Field Sensitive than Field Independent.
3. Teachers in theological colleges used a teaching style
that tended to be different from the teaching style
they preferred during their college studies.
4. There appears to be a relationship between one's
learning style and one's teaching style.
The important features of this study are the implications
drawn from the findings which are useful to improve the
teaching-learning process based on a review of the avail.able
literature in the area of leaning and teaching styles, and
the knowledge it contributes to the field of education.
