An aspect of vocational teachers' cognitive style

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.