How Conscious Can Practicing and Beginning Teachers be in Applying Gardner’s Multiple Intelligence Theory in the Classroom?

Absztrakt (kivonat)

The question of applying Howard Gardner’s Multiple Intelligence Theory (MIT) in educational settings is not a commonly addressed issue by Hungarian educators. This thesis presents the results of an empirical study aimed at why the application of MIT in the classroom could be a matter of consideration and of high importance in order to enhance the efficacy of the teaching-learning process. Teachers’ and trainee’s existing beliefs, theoretical knowledge and experience concerning intelligence theories and methodological background were examined. Also, it was detected whether educators are open to incorporate MIT in their teaching styles. Based on the responses there was an edeavour to reveal how much the theory is applicable in education and how this survey could serve as a foundation to future further studies, teacher training programmes or to teachers’ personal development.