The teaching styles of primary school teachers (original) (raw)
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Analyzing the Learning Styles of Pre-Service Primary School Teachers
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The purpose of this research is to analyze the learning styles of pre-service primary school teachers by various variables. The universe of the research is composed of 2136 pre-service primary school teachers study in freshman (first year) and senior (fourth year) classes of Faculty of Education School Teaching department in Gazi University, Kirikkale University, Ahi Evran University, Zonguldak Karaelmas University and Kafkas University in 2008-2009 academic year spring semester. Totally 1124 pre-service primary school teachers as 694 (61.74%) of them are females and 430 (38.25) of them are males have composed the sampling of the research as well. The research is realized by using the survey model because of purposing to analyze the learning styles of pre-service primary school teachers by various variables. Kolb Learning style scale is used for determining the learning styles of the pre-service primary school teachers in research. The analysis of the data obtained from the result ...
Teaching Style of the Higher Secondary Teachers
IJIRMPS, 2019
Teaching style has been a popular concept for many years. Teaching style refers to the distinct qualities displayed by a teacher that are persistent from situation to situation regardless of the content. This study was conducted to study the teaching style of the higher secondary teachers in Thiruvannamalai District. Random sampling technique has been used in the selection of the sample of 300 higher secondary teachers working in the higher secondary schools situated in Tiruvannamalai District of Tamilnadu, India. The Teaching Style Assessment Scale (TSAS) constructed and validated by Fumiko Yoshida et.al., (2014) has been used and the findings of the investigation reveals that the majority of the higher secondary teacher shows teacher centered mode in respect of their teaching style. Moreover, the medium of instruction of the higher secondary teachers show a significant difference in teaching style whereas their sex, school locality and residential area do not show significant difference in teaching style.
RESEARCHING TEACHERS' CLASSROOM MANAGEMENT STYLE IN GREECE WITH TWO METHODOLOGICAL TOOLS
FACTA UNIVERSITATIS, 2023
The aim of this paper is to examine the primary school teachers' most preferred Classroom Management style. Teachers' style is a characteristic, which is determined by their values, beliefs and pedagogical philosophy and characterizes their behavior in the classroom. We identified four such types: authoritarian, democratic, laissezfaire and warm demander. The research we present here on this issue was based on two online methodological tools: First, a conventional textbased questionnaire of 36 questions, using the Likert scale, and second a comicstyle vignettebased questionnaire consisted of 10 episodes. We used a nonprobabilistic sample of fifty-two (52) easily accessible primary school teachers from various areas of Greece, who volunteered to participate in our research. It was found that the democratic and the warm demander styles was the preference of the most teachers while the other two styles occurred less often. The use of those methodological tools gave us the opportunity to compare them to identify the advantages and disadvantages of each one... The comparison considered factors such as interest, time, clarity, effort, innovation and pleasure. Participants' responses indicated that they found the comicstyle vignettebased questionnaire more interesting, innovative, and pleasant compared to the conventional questionnaire. In addition, no significant differences were found concerning the clarity, time and effort required to complete the two questionnaires.
This study reports the development of a teaching style inventory to reliably and validly demarcate and scale teaching style preferences of secondary school teachers. It grounds on Grasha's (1996, 2002) classification of teaching styles into Expert, Formal authority, Personal, Facilitator and Delegator styles consequent to a thorough review of literature and qualitative pilot studies among various categories of teachers and stakeholders. Try-out and Item-analysis were done according to the conventional method of estimating discrimination index. Scores on the five teaching style preferences demonstrate high Test-retest reliability (r's ranging from .95 to .98) after an interval of two weeks; and Criterion Related Validity (r's ranging from .72 to .82) against " Teaching Style Inventory " of Grasha (1996). Profile of teaching style of an average teacher is estimated on a norm sample of 300 secondary school teachers in Kerala. A less than ogive provides the percentile scores of preference for each teaching style using the raw score from the inventory. As the perspectives of teachers of higher education, secondary school level student-teachers and in-service primary teachers were incorporated during the development, the inventory will be useful for identifying teaching style profiles and extent of preferences for the five teaching styles among these categories of teachers apart from secondary school teachers of Kerala. A Despite the increasing relevance of teaching styles for student outcomes and quality of teaching, what styles teachers keep is not yet settled.Teaching styles have not received due attention in educational research in India, including for reasons related to unavailability of reliable and valid masures of teaching styles in regional languages like Malayalam. Understanding and measuring the teaching styles gain growing significance for both practicing teachers and teacher educators as well as researchers of education. One, the shift from behaviourist paradigm of education to constructivist system of education in schools is well trenched in theory. However, many a teachers who have been educated and trained in the traditional pattern arefacing real-world difficulties in modifying their teaching behaviours accordingly. Hence it is important for policy makers and curriculum planners to know what the preferred styles of teachers are and how suitable the teaching style profile of teaching force is for the proper implementation of the envisaged curriculum. Secondly, if a teacher knows what teaching style profile s/he has accurately, it will act as a feedback for the teacher to adopt those styles which better reflects the curricular framework in force. Thirdly, if teacher educators become aware of the teaching style preferences of student-teachers being educated by them, they will be in a better position to provide individualised experience effecting healthy style-profile shifts in future teachers. Lastly, teaching styles are effected by an array of personality factors, cognitive factors, experiences during own schooling, learning styles, institutional factors and curricular factors. Understanding how and to what extent such factors effect style of teaching and hence student outcomes needs to be further exposed. This requires instruments that can accurately gauge style preferences of teachers.
Teaching styles of the teachers and learning styles of the students
Journal of Physics: Conference Series
Each teacher has specific teaching styles and varied students’ learning styles that may influence students’ academic performance. The purpose of this study is to identify the teaching styles of the teachers and learning styles of the students. In this descriptive correlational research study, it included the entire 15 teachers and 188 students used simple random sampling. The SAILS and VARK questionnaires were used to determine the teaching and learning style respectively through online. A frequency, percentage, chi-square and Mann-Whitney analysis with SPSS version 20 was utilized in this study. Most of the teachers preferred the Single-Modal teaching style with Kinesthetic (K) preference, while the students preferred All-Modal (VARK) style. There is significant difference between teachers’ teaching styles and learning styles of the students. The researcher concluded that because of the mismatched/not aligned of the teaching styles to the learning styles, the teachers must prepare ...
A STUDY OF LEARNING STYLES OF TEACHERS
res publication, 2014
It seems reasonable to assume that teachers are those who are skilful in developing understanding of the world in which man lives, insightful with respect to the ways & means of stimulating intellectual appetites, and capable of patience, understanding and sincere feelings for othersmay pave the way for an enlightened and productive society. Learning styles are not fixed personality traits, it shifts the emphasis towards encouraging a balanced approach to
Kaplag, 2012
Driven by the desire to heed the most common complaints of teachers about the apathy of their students towards learning the subject or the students towards the incompetence of some teachers in imparting the lesson, this study surveyed 17 faculty members and 67 senior students under the College of Teacher Education on March-July 2012.The hypothesis was tested correlating the relationship between the faculty teaching styles and students' learning styles. The study made use of a descriptive survey method with questionnaire adapted from Grasha-Riechmann (1996) and Harvey F. Silver, et al. (2000) coupled with informal interviews to students and teachers. The contingency test result was highly significant; hence, the statement of null hypothesis is rejected which means that the teaching styles matched with the learning styles. In other words, if a student prefers such teaching style, the other students do the same. This further implies that the faculty members are able to get the learning needs of their students since the survey revealed that most students were sensing-thinking learners, while teachers were mostly expert teachers. This supports theories on the necessity of matching the teaching styles and learning styles to effect learning in the classroom as the ultimate goal in effective teaching.
Teaching style involves students in the learning process and assists them to improve critical thinking abilities. Customary teaching styles have progressed with the arrival of distinguished teaching, stimulating teachers to modify their teaching styles towards pupils' learning requirements. The present study was intended to compare teaching styles of teachers working in various school groups at secondary level in district Chiniot. The main objective which was probed by the respondents to discover teaching styles of public and private secondary school groups. The sample of 240 teachers of 24 public and private secondary schools was selected randomly. A questionnaire developed and used by Grasha [1] in many countries, was used as research instrument to collect data. The responses were analyzed through SPSS (V-20) to find out Mean, Standard Deviation, and Frequency Distributions for the description of data. Values of t-test were also noted to measure significant difference among various variables related to research questions. It was concluded by analysis that there were five teaching styles found in public and private school groups. It was revealed that in public and private school groups there was no 2 significant difference observed on expert, facilitator and delegator teaching styles. Only significant difference was found on formal authority and personal model teaching styles in favour of public school groups.
Mustafa Kemal Universitesi Sosyal Bilimler Enstitusu Dergisi, 2012
Nowadays, one of the important issues is that exhibition of prospective teacher characteristics truly in teacher education. Recently, teachers personalities traits and thinking styles has been started to investigate from lots of researchers. It is also important issue whether these characteristics of teachers are relate with or not. The aim of the research to determine the relationship between teachers' personality and thinking style. This study is quantitative study which correlational survey model. Data tools are Thinking Style Inventory (TSI) which consists of 94 items were prepared base of five type likert scale adapted from Sünbül (2004) and Five Factor Personality Inventory (PI) which consists of 42 items were prepared base of five type likert scale. The data obtained from 120 student teachers Bulent Ecevit University Eregli Faculty of Education, deparment of primary education mathematic, preschool, class and science and technology teacher at autumn term 2011-2012. SPSS. statistical program was used to data analysis. The collected data were evaluated by frequency, percentage, t-test, ANOVA and Pearson moments multiplication correlation analysis. As a result of the research to determine that students teachers' thinking styles and personality traits did not differ from for age, gender and deparment. However, it was found out relationship between student teachers' thinking styles and personality several subdimensions .