A study used the standardized Group Embedded Figures Test to assess field dependence-field independence among groups of vocational education teachers of varied ages and teaching backgrounds. The sample consisted of 170 volunteers who were vocational education teachers and trainers in the process of completing the requirements for either a diploma or a bachelor's degree at a university in Australia. Overall, it was found that the sample was "moderately" field independent. There was a significant between-group course effect but none attributable either to gender or to stage of course. Earlier research has shown that more field-independent teachers as compared to more field-dependent teachers tend to do or be the following: (1) perceive objects as separate from their fields; (2) more easily abstract an item from the field and solve new problems presented and organized in different contexts; (3) be less dependent on authority and depend more on their own values and standards; (4) be oriented towards "active striving"; (5) appear more distant and aloof; (6) be more socially detached but have deeper analytical skills; and (7) prefer occupations where they can work alone. The study determined that a degree of field independence is an important consideration in vocational learning because people who are more analytic appear to be able to more effectively use their differentiation and analytical skills in problem solving. The study posits that while in the short term there is a positive benefit of a match between teacher and learner field dependence-field independence, learning styles may be able to be modified. Therefore, it may be more advantageous to learners to experience both field-dependent and field-independent teachers and thereby learn to become more flexible in their learning approaches. (Contains 20 references.) (KC)