An Investıgatıon Of Pre-Servıce Teachers’ Learnıng Styles In Terms Of Dıfferent Varıables
The main purpose of this study is to determine the learning styles of pre-service teachers taking pedagogic formation education at Selcuk University Education Sciences Institute during 2015-2016 academic years. Survey method was used for the study since it is aimed to determine the learning styles of pre-service teachers taking pedagogic formation education. It is determined whether the learning styles of education faculty students differentiate according to gender and department factors. The target population of the study consisted of pre-service teachers taking pedagogical formation education while the sampling of the study consisted of 600 students taking pedagogical formation education at Selcuk University Education Sciences Institute. A “Learning Style Questionnaire” developed by David. A. Kolb (1985) and adapted to Turkish by making reliability and validity analyses by Aşkar and Akkoyunlu (1993) was used to determine the learning styles of the prospective teachers. Nearly the half of the prospective teachers have accomodator learning style (49,5% n=297). Moreover, 24,3 % (n=146) of the students have divergent, 22,2 % of the students have (n=133) converger and 4% of the students (n=24) have assimilator learning styles. There are some differences between female and male students with regard to learning styles.
Kolb’s Learning Styles, Chi-square, Prospective Teahers, Learning Styles