ABSTRACT
This chapter explains the use of constructivist, socio-cultural and socio-critical theoretical perspectives in informing the development and implementation of the Personal Learning Styles Pedagogy (PLSP). It argues that teachers have an essential role to play in both their use and generation of educational theory in supporting the development of effective twenty-first-century learners. In addressing scaffolding issues, a key aspect of the author's approach is in teaching teachers to be more cognizant of the nature of scaffolding support that they require and to be more proactive in attaining this for themselves. One of the central foci of the PLSP, from an individual differences perspective, is in supporting learners to make sense of, integrate with, and challenge the existing conceptions of learning and work practices as part of communities of practice (CoPs). Identity development from a socio-cultural perspective is seen as developing through 'negotiating the meanings of our experience of membership in social communities'.
