Integrating multiple intelligence theory in teacher education: pre-service teachers' perceptions and influence on lesson planning

Abstract

Several research studies have highlighted the theoretical benefits of the Multiple Intelligence (MI) theory in promoting inclusive and equitable teaching practices. However, there is a notable gap in research on how the theory is integrated into teacher education programs and how pre-service teachers perceive it. This study explored pre-service teachers' perceptions of Howard Gardner's multiple intelligences theory, its integration into the teacher education program, and how their dominant intelligences influence their lesson planning approaches. The study employed a qualitative case study approach to address three key research questions, investigating pre-service teachers' perception of MI theory, how the theory is integrated into teacher education programs, and the influence of pre-service teachers' dominant intelligences on their lesson planning approaches. The study relied on focus group interviews and document analysis for data collection from 9 pre-service teachers using a purposive sampling technique from a Creative Arts methods class of a land grant university in the United States. Data were analyzed using Braun and Clarke's six-phase thematic analysis framework and Bowen's document analysis framework alongside an MI-inspired checklist. The results of the study indicate that pre-service teachers have very limited knowledge of the MI theory and often conflate it with learning styles. This was because the MI theory is not explicitly taught in the teacher education program. However, there was evidence in their lesson plans that suggested they had been using other strategies that sought to meet the diverse abilities, an indication of implicit exposure to the theory. Pre-service teachers acknowledged the tendency of their dominant intelligences to influence their lesson planning approaches. While some felt it was more comfortable and easier to implement, others thought it happened unconsciously. The study concludes with recommendations for the explicit inclusion of MI into teacher education curriculum, creating opportunities for modeling and demonstrations of MI-related strategies, collaborations within the department of education to develop templates, lesson plans, and strategies for specific intelligences, making the school curriculum flexible, and organizing professional development workshops for the faculty. These measures aim to help create classrooms that are more inclusive, engaging, and responsive to the unique cognitive potential of each learner.