Determining the Preferred Learning Styles Modes of the Prospective Preschool Teachers through LSS in Turkish Context

Abstract

In recent years, it has been postulated that every individual has a different learning style by Educational researchers. It is
important for instructors to know their learners’ preferred learning styles as it will help them to plan their lessons to match or adapt their
teaching and to provide the most appropriate activities to suit the learners from different learning styles. The purpose of this descriptive
study was to determine the preferred learning styles of the prospective preschool teachers using Learning Styles (LSQ) questionnaire.
This study was conducted at A.K. Faculty of Education and Vocational High School of Health Services of Selçuk University. LSQ was
administered to 263 (144 from faculty of education and 119 from Vocational High School of Health Services) prospective preschool
teachers to determine and compare their preferred mode of learning. Learning Style (LSQ) Questionnaire displays that students were
divided into four plus multimodal groups including analyst, philosopher, organizer, reflector and multimodal learners. The Unimodality
preference was 74.6% and multimodality was 25.4%. Among 263 participants, 33.4 % were analyst, 19.0 % were philosopher, 15.5%
were organizer, 6.4% reflector and 25.4 % were multimodal learners in general. Some arithmetic and statistical difference were
determined between the learners attending different schools in question. If the instructors in the University know how their prospective
preschool teachers internalize and process the knowledge and information they will develop and adapt appropriate teaching and learning
approaches to make the teacher training education more productive.