Predictive Power of Mathematics Teacher Candidates’ Learning Styles to Their Teaching Style Preferences
Öz
In this research, it was aimed to examine predictive power of pre-service mathematics teacher’s learning syle on teaching style preferences. This research was carried out by using survey method. The research was carried out by a total of 374 II, III and IV grades pre-service mathematics teachers at the Department of Primary Mathematics Education in Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. In this research, “Grasha-Reichmann Learning Style Inventory”, prepared by Grasha-Reichmann (1974) and adapted to Turkish by Sarıtaş and Süral (2010), was used in order to determine learning styles, and “Grasha Teaching Style Inventory”, prepared by Grasha (1994) and adapted to Turkish by Sarıtaş and Güral (2010), was used in order to determine teaching styles. The collected data analysed by descriptive and inferential statistical techniques, as t-test, one-way analysis of variance (ANOVA), correlation and regression. The following results were obtained by the study; The most preferred learning style is the “independent" style, while the least preferred learning style is the "avoidant" learning style. The most preferred teaching style is “Group 3 (Facilitator/ Personal Model/Expert)”, while the least preferred teaching style group is “Group 2 (Personal Model/Expert/Formal Authority)”. A relation has been determined between the learning and the teaching style preferences.
Anahtar Kelimeler
Learning Style,Teaching Style,Mathematics Education,Pre-Service Teacher
Kaynakça
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