Investigating the Study Approaches of Pre-Service Teachers According to Their Learning Styles

The aim of this research is to determine the learning styles and study approaches of pre-service teachers, and find out whether there is a meaningful difference between the deep and surface average scores according to the learning styles of the participants. The Kolb Learning Style Inventory and Study approaches Scale were applied as the data collection tool. It was found out that 35.5 % of the participants had the conver-ger learning style, 31,3 % accomodator, 17.2% diverger and 16.0 % dominant learning style. The deep average approaching scores of the participants was found out higher (30.65) than the surface approaching average scores (26.96). It was found out that the learning style partially affected the deep approach scores as 2.6 %. As the deep approach scores showed meaningful difference for the variable of learning style, surface approach scores demonstrated no meaningful difference