Preferences for various learning environments: Teachers' and parents' perceptions

Teachers tend to stick to expository and structured learning environments. This consistent finding requires research in order to gain insight into teachers' preferences for learning environments and to determine
the factors that support and impede the realization of these learning environments. Regarding the influence of social backgrounds on student learning, is it also important to take stock of parental views on learning environments.

This study is focused on teachers' preferences for learning environments, their reported teaching behavior, and how these match with parents' preferences. Three parallel questionnaires were developed for teachers (n=281 ), students (n=952), and parents (n=717), measuring preferences and behavior in different levels of education, for three types of learning environments: direct instruction, discovery learning, and authentic pedagogy. The results show that teachers often prefer direct instruction, and seldom promote discovery
learning. While teachers sometimes realize authentic pedagogy, constructive learning tasks are seldom used. Teachers' reported practice and parents' preferences for their children appear to correspond reasonably.

Results of multiple regression analyses show that the use of the three types of learning environments yield different predictors. For the use of discovery learning and authentic pedagogy, confidence in students' regulative skills is an important predictor. In predicting the use of direct instruction, the teacher's own conception of learning turns out to be an important predictor.