ANALYSIS OF PRE-SERVICE TEACHERS’ LEARNING STYLES ACCORDING TO VERMUNT LEARNING STYLE MODEL

Abstract

This study aims to identify the learning styles of pre-service teachers who had pedagogical formation education according to Vermunt Learning Style Model and to examine the learning styles of pre-service teachers considering their demograpichs such as gender and age. The study was carried out with 442 pre-service teachers who attended the certificate program of pedagogical formation education delivered at Karamanoğlu Mehmetbey University Education Faculty in 2017-2018 academic year. “Vermunt Learning Styles Inventory” was used to identify the learning styles of pre-service teachers participated in the study. The findings reveal that pre-service teachers predominantly had “deep processing” and “intake of knowledge” learning styles, and the differences in learning styles according to gender and age variables were significant. While there are a great number of studies on learning styles, limited studies on Vermunt Learning Style appear in the literature. It is considered that arranging educational environments and learning experiences according to the learning styles of individuals would increase the success and efficiency in education. It is anticipated that this study is essential in this regard and contributes to the literature and raises awareness among educators and students.