Learning styles and supervision: A critical review

ABSTRACT

Attending to supervisees’ learning styles is a noted component of supervision best practices. However, the extant literature on learning styles is complex and controversial, leaving supervisors with little direction on whether or not—or how—to use them. In the following critical review, the literature on learning styles is reviewed and discussed, and recommendations for supervision practice and future research are provided.

KEYWORDS:

• Supervision
• learning styles
• instruction

Additional information

Notes on contributors

Jodi L. Tangen

Jodi L. Tangen is an assistant professor in Counselor Education and Supervision at North Dakota State University. She has three years of clinical supervision experience and seven years of teaching experience (ranging from fourth grade to graduate students). As a researcher and supervisor, Jodi enjoys applying pedagogical and andragogical theories to supervision practice. In addition to exploring the educational nature of the supervision enterprise, she is also interested in supervisory relationships and feminist supervision practices.