Abstract

There is a vast amount of research that separately examine the relations among learning styles, teaching preferences, with regarding numerous variables such as gender, department type, graduate level, GPA etc. However, the expectation of consistent relation among these constructs and variables are confirmed by some of the studies while they are not confirmed by others. The gap between study results stimulated further investigations and discussions in scientific community. Moreover, cultural differences and scale-construct differences due to adaptability studies makes one to one comparison across nations harder. The literature offers controversial perspectives on whether teaching preferences and learning styles need to be congruent or not for effectiveness. As a result, teacher candidates have to be informed about not to generalize specific research conclusions to all student and/or teacher populations. Instead, they should be supported to make rational and scientific educational decision based on their specific conditions.

The purpose of current study is to determine the relation between candidate teachers’ learning styles, teaching preferences pertaining to various factors such as GPA, department and gender. We also aim to support our candidate teachers to scientifically determine their preferences, styles and beliefs, to openly discuss the issue and to realistically plan their teaching based on the results. The sample will be the candidate teachers who are studying at the Çukurova University- Formation Programme. In the collection of the data, Grasha’s “Teaching Style Scale” and Grasha’s “Learning Style Inventory” will be employed. SPSS will be utilized for the analysis of data.

Keywords: Grasha-Reichmann Learning Styles Inventory, Grasha Teaching Styles Inventory