LEARNING STYLES OF PEDAGOGY GRADUATING STUDENTS AND THEIR EDUCATIONAL IMPLICATIONS

Abstract

The present research had the aim of identifying the learning styles presented by graduating students of a Pedagogy course of a large Higher Education Institution, located in the North of Paraná. Ninety eight (98) students enrolled in the fourth year, took part in the research, 60 of whom attended the daytime course, and 62, the nighttime course. The instrument utilized was the “Learning Styles Inventory”, which comprises 12 items, and was collectively applied for each class. For each item, the subject’s task was to classify, along a scale ranging from 1 to 4, the way he learns the best (4) to the least probable one (1). There was a predominance of the assimilator style (those who basically learn by means of reflexive observation and abstract conceptualization), but no differences were found regarding the students’ performance of both shifts. The implications of these results were analyzed as regards the teachers’ practice in the classroom.