Investigation of Class Teacher Candidates' Learning Styles and Critical Thinking Dispositions

Abstract

In this study teacher candidates’ learning styles and critical thinking dispositions were
investigated. The sample of the study was composed of 200 students attending the Class Teaching
Department of Education Faculty of Artvin Çoruh University during fall semestre of 2011-2012 academic
year. As a means of data collection, Kolb’s learning styles inventory and California critical thinking
disposition inventory were employed. The data obtained were analysed with SPSS 17, as a result, some
differences were detected in teacher candidates’ learning styles and their critical thinking skills in terms of
some variables. They got the highest point from analytical subscale. The critical thinking dispositions of the
students showed difference only in the open-mindedness subscale for the male studens according to the
variable of gender whereas their critical thinking dispositions showed difference in the open-mindedness
scale in favour of those attending the last class in terms of class level variable. It was found out that 20
(%10,0) of teacher candidates had converger, 87 (%43,5) of them had assimilator, 79 (%39,5) had diverger,
14 (%7,0) had accomodator learning styles. No meaningful difference was found between their dominant
learning styles and gender. Yet, a meaningful difference was detected between their dominant learning
styles and class levels.