Evolution of learning patterns among Colombian pre-service teachers
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To understand the change of learning patterns among pre-service teachers, 1016 students attending a pedagogical university in Bogotá, Colombia, answered the Inventory of Learning Styles (ILS). The sample was divided according to the moment of the career: at the beginning; in the middle and at the end. A cluster analysis was done on the factors obtained by a principal component analysis. Findings indicate four learning patterns: one directed towards meaning and application of knowledge, one directed toward knowledge accumulation, an undirected pattern, and an “inactive” pattern, with low responses in all scales. The proportion of students in each pattern changes throughout the career, with the meaning directed pattern progressively gaining more prevalence.
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