Abstract:

For years, the initial teacher training has focused the achievement of an experienced professional in which trainees have had to acquire the teaching skills and methods of their trainers, which has always been a rather slow process. In recent decades there have been occurred changes in initial teacher training according to De Vicente (2000, quoted in Romero, Gutierrez and Coriat, 2003, p.41) teachers must acquire certain knowledge, skills, abilities and competences as well as structured system of values, established routines, and greater power with the institution. We are now faced with a further changes with the EHEA, which has designed a system of competences that students should acquire during their formative years. Students thus switch roles to become the main agent of the learning process, the teacher’s role being that of advisor and guide throughout the process of teaching and learning. This study presents an empirical approach of this study lies in determining students learning characteristics, so that we as trainers can adapt ourselves to their way learning, and facilitate academic success. The overall goal we set was to the dominant learning style of the degree of educational psychopedagogy of the Faculty of Education at the University of Extremadura (UEX) and whether there any differences in the same according to gender. The methodology used in is descriptive-quantitative, the sample consisted of 124 students of the above-mentioned degree course. The instrument used for data collection was the Chaea questionnaire. The results indicate that there is no change in learning style during students first two years of training, and slight changes in fifth year although no significant, reflexive style being dominant in both years.

Keywords:

Learning styles, Higher Education, teaching-learning process and initial training.