Özet:

The aim of this study is to determine whether there is a correlation between prospective teachers’ dominant learning styles and gender and the programs for which they are registered and the preferences of getting information. Prospective Teachers, who are registered for the programs of Primary school Education, Science Education, Social Studies Education and Religion Teaching, constitute the sample of the study. The Inventory of Kolb Learning Style was employed as a means of data collecting in this study designed as a descriptive study in scanning model. In data analysis, descriptive statistics and Chi-Square test were used. It was established that 54, 7% of the prospective teachers have assimilator, 28, 3% of them converger, 13,2% of them diverger, 3,8% of them accommodator learning styles. According to the data collected, individuals’ learning styles do not differ in gender and registered programs. Also, at the end of the study, internet was seen as a way which teacher candidates with different learning styles most prefer while getting information. And, these ways are similar to each other. Prospective teachers should be supported by giving information about learning styles, to be more effective when they start this profession. Seminars should be given to the lecturers to create proper learning environments for learning styles.

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