Examining the learning styles of prospective classroom teachers

Abstract EN

The aim of this study is to determine the dominant learning styles among Kolb’s Learning Styles that are preferred by prospective teachers of Classroom Teaching at the Faculty of Education in Atatürk University and to examine the differences among gender and class levels.

The Survey model was used in the research.

A total of 93 prospective teachers, who were registered to the Department of Classroom Teaching in the 2011-2012 academic year, participated in the study.

Kolb’s Learning Style Inventory (LSI), which was translated into Turkish by Aşkar and Akkoyunlu (1993), was used as the data collection tool in the research.

Frequency, percentage values and Chi-Square Independence Test Techniques were used in analyzing the data.

According to the obtained data, it was found that most frequently the prospective classroom teachers had an “assimilating” learning style, whereas the “accommodating” learning style was the least frequent.

In view of the research, no significant difference was observed among the learning styles and constituents of prospective classroom teachers in terms of gender and class levels