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

AbstractThe 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