"How Do I Reach These Keeeds?" : A New Teacher Uses Personality Type to Rethink Cognition Motivation and Engagement

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Jeffrey Gilbert (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Advisor

William P. Banks

Abstract: The following study investigates one teacher's experience using the Myers Briggs Type Indicator in teaching first-year writing contrasting my personal experiences as a novice composition instructor with mythic pop-culture representations of effective learning and teaching. More specifically the thesis is framed by research in three areas as they relate to the teaching of writing: cognition (how we learn) motivation (why we learn) and engagement (where we learn). In these three core chapters I explore what I perceive as "learning myths" attached to each subject. Using my teaching journal and supporting research I explore ways that the MBTI might be used to help novice instructors understand their own preferences biases and assumptions. I analyze how my preconceptions/preferences manifested in the classroom and interfered with learning. Then I make suggestions for adjusting my future teaching behaviors. Much of the study includes personal experiences with implementing the MBTI against the backdrop of others' experiences. While I acknowledge that psychological type theory doesn't deal with learning explicitly or directly I argue that the successful application of personality type theory is one way in which a new instructor might reflect and reconsider how the composition classroom is approached in order to approach cognition motivation and engagement more effectively. 

Additional Information

Publication

Thesis

Date: 2013

Keywords

Education

Subjects

Composition (Language arts)--Study and teaching (Secondary)

Myers-Briggs Type Indicator

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