Abstract:

A learning preference is defined in the literature as an individual way, based on personal dispositions, of acquiring knowledge, skills, or attitudes through study or experience.

The issue of learning preference is not new. Empirical observations have shown that, despite teachers' efforts to differentiate and individualize teaching, students' outcomes are not commensurate with teachers and student's efforts. For this reason and because teachers have to teach all the students, regardless of their learning preferences, in planning their lessons teachers had to take into account not only the students' achievements at a given time, but also the students' psychological and environmental characteristics. They must respond to the needs for knowledge of their students, motivate them to learn and adapt the taught content and the teaching strategies to the learning preference of each student.

The purpose of this study was to collect information on the primary school teacher's perceptions regarding the learning preference of their students. 145 respondents participated in the research, the sample being selected by convenience. The instrument includes 40 items and was adapted by the researchers from the literature. The results offer a portrait of primary school students' learning styles.

Keywords:

Learning styles, processing information, personalizing learning.