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[http://dx.doi.org/10.22596/erj2020.05.01.27.44](http://dx.doi.org/10.22596/erj2020.05.01.27.44)  \nMultiple Intelligences Profiles in Prospective Teachers  \nDevrim Erdem 1  & Ibrahim Keklik2   \nSubmitted: August 26, 2019 Accepted: May 14, 2020; Published Online: June 29, 2020  \nAbstract  \nThe teaching profession in the 21 Century not only requires a rich variety of competences but also necessitates a remarkable capacity for adaptability to changes. Training programs for teachers have increasingly incorporated a focus on the personal growth and improvements of teachers. This growth involves acquiring considerable insight into a range of their physical, cognitive and affective characteristics. In an attempt to contribute to the literature on teachers‟ characteristics, the current work intended to examine multiple intelligence profiles of a sample of preservice teachers and compare their scores with respect to their gender, field of study and year of college. The participants of the current correlational study were 346 pre-service teachers in Turkey. Findings showed pre-service teachers‟ weakest areas were in the musical-rhythmic and verbal/linguistic domains. Significant differences were revealed in several domains of multiple intelligence according to gender, departments and year of college.  \nKeywords: Multiple intelligence, Teacher education, Individual differences  \nIntroduction  \nMost contemporary societies and governments are to one degree or another aware of the importance of education for the future of their respective societies. Individuals in 21st Century have to learn more knowledge and skills than ever before. Likewise,“education is increasingly important to the success of both individuals and nations” (Darling-Hammond, 2006, p. 1) . Thus, an immense body of research focusing on countless numbers of variables ranging from characteristics of teachers to cultural and contextual variables, teachers training programs, classroom variables to various aspects of students‟ characteristics, teaching methods, learning theories and so on has been accumulated. A closer look at this literature shows that the majority of these studies focus on teachers because of their crucial role in orchestrating learning environments and experiences. This role is of even more crucial in the contemporary societies for two main reasons. One, the breadth and depth of information and skills today‟s pupils are having to acquire is incomparably greater than before. Also improved medical services have led to greater diversity of gene pool while also most of the world‟s countries have made primary education  \n1Department of Educational Sciences, Nigde Omer Halisdemir University,[ORCID 0000-0003-1810- 2454],[erdem_devrim@yahoo.com](erdem_devrim@yahoo.com)  \n2Department of Psychological Counseling & Guidance, Hacettepe University, [ORCID 0000-0002-8442- 995X],[keklikibrahim@gmail.com](keklikibrahim@gmail.com)  \nmandatory to all school age children. Moreover, in many industrial countries, education is geared toward“leaving no child behind.” This even further complicates what entails teaching in the 21st Century. Added to this is the fact that teachers and education, traditionally, focused on the past and present more so than the future, the stunning pace of change in the new Millennium necessitates the future “to be more deliberately thought of” as put by Roy Singh (1991, p. vii) .  \nHence, the teachers in the 21st Century need to acquire a rich range of competences as well as an outstanding capacity for adaptability to changes. As such, training programs for teachers have increasingly incorporated a focus on the personal growth and improvements of teachers. Only few decades ago individuals in almost all occupational areas, essentially got by without enormous additions to what they had acquired in their respective university educational programs. However, due to remarkably fast paced cha","cbCaib7fGUWuCKcf","https://ap.wps.com/l/cbCaib7fGUWuCKcf","pdf",733605,18,"English","# Abstract\n# Keywords\n# Introduction\n## Education in the 21st century\n## Teacher education and personal growth\n## Multiple intelligence and candidate teachers","[{\"question\":\"What is the document’s main research focus?\",\"answer\":\"It focuses on multiple intelligences profiles of preservice teachers and compares their scores by gender, field of study, and year of college.\"},{\"question\":\"How many participants were included in the study?\",\"answer\":\"The correlational study included 346 preservice teachers in Turkey.\"},{\"question\":\"Which multiple intelligence domains were reported as the weakest?\",\"answer\":\"The weakest areas were in the musical-rhythmic and verbal/linguistic domains.\"},{\"question\":\"What factors showed significant differences in multiple intelligence domains?\",\"answer\":\"Significant differences were revealed across several domains according to gender, departments, and year of college.\"}]","Multiple Intelligences Profiles in Prospective Teachers - Abstract - Keywords | PDF",1792093774,45]