Ocak, GürbüzOcak, İjlalBoyraz, Serkan13.07.20192019-07-1613.07.20192019-07-1620172146-7242https://hdl.handle.net/20.500.12451/2277The researches on individual differences and knowledge construction processes in education indicate the importance of the match between teachers’ teaching approaches and students’ preferred learning styles on academic achievements, attitude and improved behaviors in all educational levels. As a result, there is an increase in the number of researches on defining and identifying learning styles preferred by students. The aim of this study is to adapt the questionnaire that is developed by Baeten, Dochy, Struyven, Parmentier and Vanderbruggen (2016), aims to identify student teachers’ instructional preferences and consists of four subdimensions -namely knowledge construction, teacher direction, cooperative learning and passive learning- with 40 items in total into Turkish. The study employs survey method. While the original questionnaire consists of 40 items, in the adapted version six of them were excluded because of either insufficient factor loading or taking place in more than one factor. The remaining 34 items are placed under the four original sub-dimension found in the original questionnaire as follows: knowledge construction 11 items; teacher direction 9 items; cooperative learning 9 items and passive learning 5 items. The reliability coefficients are found to be sufficient in the whole questionnaire and all sub-dimensions. The model is verified in Confirmatory Factor Analysis with a low conformity. © The Turkish Online Journal of Educational Technology.eninfo:eu-repo/semantics/closedAccessAcademic AchievementInstructional PreferencesQuestionnaire AdaptationArticle2017December Special Issue INTE99107N/A