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Abstract
Nowadays, individual differences are seen as important components in learning. They also affect teaching and learning processes in term of teachers and students. Learning styles is another accentuated element in point of individual differences. In this study, the learning styles of the teachers are surveyed by branches. The teachers are the most important elements in the education. Their role of creating learning environments for students appears with constructivism. The learning styles of the teachers are also important in managing learning process. In this study, learning styles of 223 primary school teachers in different branches in Turkey were determined. Learning styles were defined by Kolb’s learning style inventory and distributed based on branch. The correlation between teacher branches and learning styles was measured by Chi-Square test. The correlation with learning styles was also researched based on gender. Consequently while 48% of teachers have converger learning style, 24% of them have assimilator, 18% have accommodator, and 10% have diverger learning styles. If branches are examined, a similar distribution will be observed. The correlation between learning styles and branches was measured by Chi-square test, and no correlation was seen (Pearson Chi-Square=0.332, p>0.01). In the same way, no correlation between genders and learning styles was seen (Pearson Chi-Square=0.052, p>0.01).Keywords
Abstract
Nowadays, individual differences are seen as important components in learning. They also affect teaching and learning processes in term of teachers and students. Learning styles is another accentuated element in point of individual differences. In this study, the learning styles of the teachers are surveyed by branches. The teachers are the most important elements in the education. Their role of creating learning environments for students appears with constructivism. The learning styles of the teachers are also important in managing learning process. In this study, learning styles of 223 primary school teachers in different branches in Turkey were determined. Learning styles were defined by Kolb’s learning style inventory and distributed based on branch. The correlation between teacher branches and learning styles was measured by Chi-Square test. The correlation with learning styles was also researched based on gender. Consequently while 48% of teachers have converger learning style, 24% of them have assimilator, 18% have accommodator, and 10% have diverger learning styles. If branches are examined, a similar distribution will be observed. The correlation between learning styles and branches was measured by Chi-square test, and no correlation was seen (Pearson Chi-Square=0.332, p>0.01). In the same way, no correlation between genders and learning styles was seen (Pearson Chi-Square=0.052, p>0.01).Keywords
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