[quoting Sterk, 2 May 94] Do learner styles of teachers interfere with learning styles of students.
Learner styles is the topic of a new book authored by myself and Barbara Grabowski, Handbook of Individual Differences, Learning and Instruction, from Elbaum (forgive the promo). What the research shows is that when teachers' and learners' styles are consonant, there is a facilitation. When they are dissonant, there is impediment.
Does the exposure of learners to prescribed "mental models" of teachers interfere with the learner's processes of creating mental models of the learning environment on their own?
Absolutely, especially when the primary goal of learners is to assimilate the teacher's mental model rather than accommodating their own (to use a couple of Piagˇtian constructs).
If so, what are the consequences on the short term and on the long term and how to prevent possible negative consequences?
The system must be reoriented to accept and even reward learner's constructions.