Mid Sweden University

This study is about how four teachers think about the concept ofLearning Styles. The main purpose with this study was to get an insightin these teachers’ thoughts about the concept. Another purpose was tosee if the teachers’ knowledge and perceptions about Learning Styleshad any connection to their educational planning, implementation andmonitoring. These were also the formulated questions for this study.The empirical material was gathered through interviews. The analysis ofthe results was performed from a phenomenographic approach. In orderto categorize the four teachers’ perceptions, they were placed into eightcategories in four groups; pupil influence, teacher-­‐‑centered planning,creativity-­‐‑ and attractive activities, pupil adapted teaching, teacher-­‐‑ andpupil perspective, pupil perspective, reflecting on Learning Styles inrelation to teaching and do not reflect on Learning Styles in relation toteaching. The result is that some teachers have pupil influence in theirteaching while the others are planning their teaching independently. Allteachers have a pupil adapted teaching with creativity-­‐‑ and attractiveactivities. When it comes to Learning Styles some teachers have ateacher-­‐‑ and pupil perspective while others only have a pupilperspective. Only some reflect on their use of Learning Styles.