Learning and Teaching in Theological Colleges :a case study.

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.