Abstract:
Field dependence-field independence is a major dimension of cognitive or information
processing style that has been researched for some time with various student groups as
well as with individuals in the business world. Nevertheless, there appears to be a
dearth of published research in this area relevant to vocational education practitioners.
In this study the standardised Group Embedded Figures Test was used to assess field
dependence-field independence among groups of vocational education teachers of varied
ages and teaching backgrounds. Overall, it was found that this sample was 'moderately'
field-independent. There was a significant between-group course effect but none
attributable either to gender or to stage of course. The implications of these findings for
vocational teaching and learning are discussed.
