Determination of the learning styles of the pre-school teacher candidates (The case of Muğla University, Turkey)

Abstract

The purpose of this descriptive study carried out according to survey method is to determine the learning styles of the pre-school teacher candidates and investigate the effects of gender, attending day-time classes or night-time classes, preferred learning form (in group or individually) and the type of the program graduated on learning style preferences. The present study was carried out among 84 senior pre-service teachers from the department of pre-school teacher education at the education faculty of Muğla University in 2009-2010 academic year. The data were collected by using The Kolb Learning Style Inventory. The data were analyzed by calculating the frequencies and percentages, and by using Chi-square for comparison of two variables. The analyses performed revealed that nearly half of the pre-service teachers have converging learning style. The analyses conducted revealed that nearly half of the pre-service teachers have converging style and learning styles do not vary depending on gender, attending day-time classes or night-time classes, and type of the program graduated and type of preferred learning format.