The Impact of Teacher Training on Learning Style Performance in Precedent-Based Design Education

This study delves into the impact of teacher training, specifically focusing on its role as a source of guidance and advice, on the performance of learning styles within an educational methodology centered on architectural precedents. The research employed a quasi-experimental pre-test/post-test design with a control group, aiming to evaluate the effectiveness of integrating architectural precedents into the learning process. The study population comprised 39 undergraduate architecture students enrolled at Tehran Azad University, divided into two parallel groups: an experimental group (n=19) and a control group (n=20). To assess learning styles, the Kolb Learning Style Inventory was administered to both groups prior to the intervention. The findings of this study revealed a significant positive impact of teacher training incorporating architectural precedents on the performance of learning styles and design outcomes. Notably, the students in the experimental group demonstrated a marked improvement in their ability to apply divergent thinking, suggesting that the training fostered greater creativity and innovation in their design approaches. This shift towards divergent thinking underscores the potential of teacher training in enhancing student creativity and adaptability within a precedent-based learning environment. Furthermore, the results indicated that the targeted use of objective experience, through exposure to architectural precedents, contributed to the development of more diverse and effective learning styles