A RESEARCH ON LEARNING SYLES OF TEACHER 對學(xué)習(xí)風(fēng)格教師的的研究

1、prof.dr. ali akdem?rassociate prof.dr. hasan arslaneducation systems need to be turned into a new form which is learner centered, in which learning differences are oversaw depending on this vision and learning activities are designed, applied, evaluated and developed according to the needs of the er

2、a that we are in.it is possible to state that, todays educational systems need to focus on learner centered education philosophy, by taking into account of individual differences, to create an individualized learning process. the learning process, that would be created by this kind of an educational

3、 understanding need a hard planning and preparing period. the quest of, by what kind of applications this process could be put into action, leads us directly to the formative regulations of learning-teaching processes.an educational vision which is that depends on the acceptance of individuals who l

4、earn differently. an educational structure in which individual differences are at the basis, the acceptance of individuals who learn by using different techniques, brings another value that allows using different instructional techniques .instructional techniques that would be formatted depending on

5、 the individual differences and that are appropriate to the new educational approaches, without no doubt, would sustain the effectiveness of the learning environment, by increasing the participation of the learner.a research on learning styles of teacher candidatesit can be said that, the applicatio

6、ns which are taking individual differences into account through the instructional processes, would increase the capabilities of learners which would help them able to realize the connections between the information that is newly gained, organize the gained information and produce new ones and presen

7、t the new information to the usage of others.at this point, knowledge of the learning techniques that would state out the features which help to answer the question how could they learn more effectively? gains much more importance than ever.knowing the individual learning preferences of students wou

8、ld help to reach appropriate answers to the questions of how effectively can they learn?, what kind of an instructional design should be applied .besides; the information that is gained by identifying the learning styles of students would help instructors to create better learning environments . it

9、would be possible for the teachers, who are aware of students preferences about learning, to form better learning environments that are appropriate for their learners and ease their learning processes.furthermore, by taking into consideration of individual learning preferences of students in learnin

10、g activities, it would also decrease the learning difficulties of many students who face those kinds of problems and help them to increase their academic success .it is believed that awareness of candidate teachers learning preferences and suitable educational processes that are developed by faculti

11、es would also help teachers of the future to perform appropriate instructional activities for their students, after experiencing this fact in their educational life is essential. for this reason; learning styles of candidate teachers, who are now students but will be teachers in the future, have cho

12、sen to be the main theme of this research.educational values of educational values of learning styleslearning styles individuals learn differently and have personal preferences to form the data that is gained. these personal learning are called learning styles in the field of literature . it can be

13、said that learning styles are about how a learner response and use a stimuli during a learning process. learning styles are mentioned as the differences of gathering and forming information during a learning process. learning styles are behaviors that are affected form sociological needs of all grad

14、e students, physical features, emotional status and variable environmental circumstances. according to kolb, individuals learning styles are developed by hereditary factors, personal life experiences and demands of todays environment . even if learning styles are generally considered as unchanging,

15、some changes can possible occur in a period of time, depending on outer stimuli and maturation factors.understanding the learning styles, which are one of the important factors of teaching and learning processes, and the correlation between various instructional methods, would result in improvement

16、of teaching and learning process .success in learning activities depends on the adaptation of instructional processes, regarding to individual learning styles. students, whose personal learning styles comply with the instructional activities that are done in the classroom, have much concentration to

17、 the stimuli; can show much more participation than others and use the data that is gained in an effective way . if teachers have knowledge about their students learning styles, it would be possible for them to reach their students and motivate them to learn more effectively. furthermore, the awaren

18、ess of the change that is likely to occur in students learning styles will also help teachers to create different instructional activities, which would expand students preferences of learning. kolb learning style modelkolb learning style modelthis model states out that, with the harmony of individua

19、ls expectations and personal life experiences learning occurs and these learning experiences guide new ones . kolb believes that individuals perceive knowledge by feeling or thinking and then they process it. kolb asserted two basic dimensions related with learning styles which are prehension and tr

20、ansformation. between these two dimensions, four quarter marks are formed and each of them is defined as one of the learning styles .according to kolb, learning is a circle that is made of four learning styles, which are concrete experiences, abstract conceptualization, active experimentation and re

21、flective observation . individuals that learn depending on concrete experiences like to work in groups and enjoy to take place in events. in reflective observation, individuals valuate events from different point of views by observing them.in abstract conceptualization, individuals use scientific me

22、thods to solve out the problems that face and learn by making a logical analysis of events. in active experimentation, individuals like to do personal applications and adopt data that is possible to use in real life. kolb underlines that, individuals learning style is not effected by single ability

23、and every individuals learning style is consists of a combination of the four learning styles. these learning styles:diverging learning style: learning with concrete living and reflective observation skills are dominant. individuals in this type of learning styles have good relations with others and

24、 trust to inner self. this type of learners is patient and careful in learning activities with an objective manner but generally avoid from action.assimilating learning style: abstract conceptualization and reflective observation learning skills are dominant. in this type of learning style the promi

25、nent value of individuals is the ability of forming conceptual models. individuals are likely to deal with problems theoretically rather than applications.converging learning style: abstract conceptualization and active experimentation learning skills are dominant. in this type, individuals are good

26、 at problem solving, decision making, reflecting ideas to practice and making logical analysis of ideas. instead of social an interpersonal activities, they are generally better in problem solving and technical operations. accommodating learning style: concrete experiment and active experimentation

27、learning styles are dominant. individuals in this type of learning style are good at relations, taking risks, being impatient, have a constant desire for new experiences. in learning activities, they are open-minded and easily adopt changes. methodmethodthis research is done by using survey method,

28、having a descriptive purpose to identify the learning styles of teacher candidates and examining the findings according to particular variables. to fulfill this purpose, the study addressed the following questions.what sort of distribution is there in learning styles and levels of teacher candidates

29、?do learning styles of teacher candidates differ logically according to their age, gender, last institute of graduation, level, field of study and average grade?population and samplepopulation and samplethe site of the research consists of 4419 teacher candidates, studying in anakkale onsekiz mart u

30、niversity at faculty of education during 2011-2012 educational year. sample was drawn from sites %10,23 rate consisting 452 teacher candidates, who are chosen by disproportionate group sampling technique. descriptive statistics depending on age, gender, last institute of graduation, level, field of

31、study and average grade of teacher candidates that take place in the sample, are stated in .table idata gathering methodsdata gathering methodslearning styles scale: grasha-reichmann scales validity and reliability tests were done by uzuntiryaki, bilgin and geban in 2003 and its cronbach alpha coeff

32、icient level is stated as 0,73. after the analysis, reliability coefficient level is stated as 0,85. it is found that in 6 dimensions consisting of 10 items, avoidant learning style =0,73; participant learning style =0,77; competitive learning style =0,81, collaborative learning style=0,73; dependen

33、t learning style =0,60 and independent learning style=0,66. rating choices that are used in the scale are formed as; “never=1, rarely=2, sometimes=3, often=4 and always=5”.data analysisdata analysisquestionnaires are applied to the teacher candidates by researchers that take place in the sample and

34、analysis is done by using spss 18.0. to decide which tests to use, skewness and kurtosis values inspected and found as -2 and +2, which means the distribution of items are normal. with the help of levenee statistics, it is found that item variances supply homogeneous condition. as a result of this p

35、arametric tests are used to analyze the data that is gathered. first of all, descriptive statistics such as frequency, percentage, arithmetic mean, standard deviation are inspected. t and f tests are used to find out, if there is meaningful difference between learning styles of teacher candidates av

36、erage marks, according to the determined variables; to find out the source of the difference lsd test is applied. also, for t and f tests impact width values are calculated. learning styles rating intervals are shown in table 2.findingsfirst sub-problem of the research is “what sort of distribution

37、is there in learning styles and levels of teacher candidates?” and teacher candidates general distribution of descriptive statistics related with learning styles is shown in table 3. furthermore, teacher candidates leading learning styles are determined; frequency and percentages that are found out

38、also shown in table 3. table 4result, discussion and result, discussion and recommendationsrecommendationsit is found out that, amongst the teacher candidates that are studying in anakkale onsekiz mart university, faculty of education; independent learning style is the leading one. when teacher cand

39、idates learning styles are inspected, it is found that competitive learning style and collaborative learning style are high; avoidant, participant, dependent and independent leaning styles are in middle level. it can be said that, in an education system in which evaluation is done through examinatio

40、ns, the reason why high amount of teacher candidates prefer independent learning style is that, they believe to study alone to be successful. in addition, seeing others as rivals or desire to study with others, resulted in low amount of preferences of other learning styles and that can be the reason

41、 why competitive and collaborative learning styles are at high level.according to the age variable that is inspected in this research, there is not a meaningful difference in learning styles of teacher candidates. due to a research done by deveci (2011), it is stated that even if there is no differe

42、nce in learning styles depending on age variable in other learning styles, there is a meaningful difference between age groups in participant learning style. it is possible to say that, innate specialties which form the leading determiners of individuals learning style preferences, little amount of

43、change that they face in time and because of similar instructional techniques that their teachers use, causes this situation. according to the gender variable in teacher candidate learning styles, there are meaningful differences in favor of males in avoidant learning styles and in favor of females in participant, competitive and collaborative learning styles. it can be said that males, when compared with females, are less competitive and more avoidant to participatory applications than females durin