Teaching style: Difference between revisions

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== From a cognitive point of view ==
== From a cognitive point of view ==


In teacher training, teachers may be exposed to more formal [[learning design]]s, [[pedagogical scenario]]s, [[lesson planning]] methodology etc.  Teachers then have personality and beliefs are expost to pre-service and in-service trining. There is a huge literature on this which we don't cover much in this wiki ([Category:Teacher development Teacher development]).
In teacher training, teachers may be exposed to more formal [[learning design]]s, [[pedagogical scenario]]s, [[lesson planning]] methodology etc.  Teachers then have personality and beliefs are expost to pre-service and in-service trining. There is a huge literature on this which we don't cover much in this wiki ([[Category:Teacher development Teacher development]]).


The combination of these (training, personality and beliefs) with experience (i.e. concrete exposure to classroom context and policies) will then lead to a given teaching style.
The combination of these (training, personality and beliefs) with experience (i.e. concrete exposure to classroom context and policies) will then lead to a given teaching style.
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* [[Nine events of instruction]]
* [[Nine events of instruction]]
* [[Direct instruction]], e.g. the [[Madeline Hunter model]]
* [[Direct instruction]], e.g. the [[Madeline Hunter method]]


; Constructivist
; Constructivist
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== Method ==
== Method ==


; Teaching Behavior Preferences Survey (TBPS)
=== Teaching Behavior Preferences Survey (TBPS) ===
In a the Behar-Horenstein (2006) study, Teaching styles' beliefs were measured across two domains:
In a the Behar-Horenstein (2006) study, Teaching styles' beliefs were measured across two domains:
* teacher-centered (TC) and student-centered (SC)
* teacher-centered (TC) and student-centered (SC)
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*  I ask learners questions infrequently because I believe they can synthesize material.
*  I ask learners questions infrequently because I believe they can synthesize material.
</td></tr></table>
</td></tr></table>
=== Principles of Adult Learning Scale (PALS) ===
The Principles of Adult Learning Scale (PALS) Conty (1983) was developed and validated for measuring congruency between adult education practitioners' actual observable classroom behavior and their expressed belief in the collaborative teaching-learning mode.
PALS is self-administered, has 44 items, and can be completed in about 10 to 15 minutes (Conti, 1990). Half of the items are worded positively, the others negatively and are arranged randomly.
PALS leads to a single score and which can be divided as follows, according to a table in Barrent (2007:44):
* Teacher centered-extreme: 0-105
* Teacher centered - very strong: 106-125
* Teacher centered - increased: 126-145
* Learner centered-increased: 146-165
* Learner centered - very strong: 166-185
* Learner centered - extreme: 186-205
In a study in interactive television teaching styles (Dupin, 2004), the following explanatory variables were found:
* training in philosophy, history, and/or foundations of adult/continuing education;
* interactive classroom type;
* training in psychology of adult development/learning;
* training in teaching methods for adults;
* consultation with other distance education instructors
* training in the development of curricula for distance education courses.


== Links ==
== Links ==


* [http://www.lib.utexas.edu/services/instruction/tips/tf/tf_tstyles.html Teaching styles], University of Texas at Austin, retrieved 14:09, 11 August 2007 (MEST)
* [http://www.lib.utexas.edu/services/instruction/tips/tf/tf_tstyles.html Teaching styles], University of Texas at Austin, retrieved 14:36, 11 August 2007 (MEST)


* [http://web.indstate.edu/ctl/styles/id.html Instructional Design and Teaching Styles]. Center for Teaching and Learning, Indiana State University
* [http://web.indstate.edu/ctl/styles/id.html Instructional Design and Teaching Styles]. Center for Teaching and Learning, Indiana State University


== References ==
== References ==
* Barrett (2007), Karinda R; Beverly L. Bower and Nancy C. Donovan, Teaching Styles of Community College Instructors, American Journal of Distance Education
2007, Vol. 21, No. 1, Pages 37-49 [http://dx.doi.org/10.1080/08923640701298738 doi:10.1080/08923640701298738]
* Behar-Horenstein, Linda S. ; Gail S. Mitchell; Netta Notzer; Randy Penfield, Ilana Eli (2006). Teaching Style Beliefs Among U.S. and Israeli Faculty, Journal of Dental Education ([http:www.jdentaled.org/cgi/reprint/70/8/851.pdf PDF Reprint]
* Conti, G. J. (1983). Principles of adult learning scale: Follow-up and factor analysis. Proceedings of the 24th Annual Adult Education Research Conference, 63-68. (ERIC Document Reproduction Service No. ED 228 424)
* Conti, G. J. (1990). Identifying your teaching style. In M. W. Galbraith (Ed.), Adult learning methods: A guide to effective instruction. Malabar, FL: Krieger.
* Conti, G.J. (1989), "Teaching styles and the adult basic educator", in Taylor, M.C., Draper, J.A. (Eds),Adult Literary Perspectives, Culture Concepts Inc., Toronto, pp.311-17.
* Cushing KS, Sabers DS, Berliner DC. Investigations of expertise in teaching. Educ Horizons 1992;70(3):108-14.
* Dupin-Bryant Pamela A. (2004), Variables Related to Interactive Television Teaching Style: In Search of Learner Centered Teaching Style, ''International Journal of Instructional Technology and Distance Learning'' 1 (4)  [http://www.itdl.org/Journal/Apr_04/article01.htm HTML] (open access).
* Evertson CM. Classroom management for secondary teachers. 3rd ed. Englewood Cliffs, NJ: Prentice-Hall, 1993.
* Ghaith G, Yaghi H. Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Educ 1997;13(4):451-8.


* Grasha, Anthony F. Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles. Pittsburgh: Alliance Publishers, (1996).
* Grasha, Anthony F. Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles. Pittsburgh: Alliance Publishers, (1996).
Line 90: Line 131:
* Huberman, M. (1989). La vie des enseignants, evolution et bilan d'une profession. Paris Neuch�.A�Nbtel: Delachaux et Niestl�Ni.
* Huberman, M. (1989). La vie des enseignants, evolution et bilan d'une profession. Paris Neuch�.A�Nbtel: Delachaux et Niestl�Ni.


* Behar-Horenstein, Linda S. ; Gail S. Mitchell; Netta Notzer; Randy Penfield, Ilana Eli (2006). Teaching Style Beliefs Among U.S. and Israeli Faculty, Journal of Dental Education ([http:www.jdentaled.org/cgi/reprint/70/8/851.pdf PDF Reprint]
* McCoy, Mark R. (2006)Teaching style and the application of adult learning principles by police instructors, Policing: An International Journal of Police Strategies and Management, Volume 29, Number 1, 2006 , pp. 77-91(15) [http://dx.doi.org/10.1108/13639510610648494 DOI 10.1108/13639510610648494]
 
* Pajares MF. Teachers�$B!G�(B beliefs and educational research: cleaning up a messy construct. Rev Educ Res 1992;62(3):307-32.


* Olson JR, Singer M. Examining teacher beliefs, reflective change, and the teaching of reading. Reading Res Instruction
* Olson JR, Singer M. Examining teacher beliefs, reflective change, and the teaching of reading. Reading Res Instruction
1994;34(2):97-110.
1994;34(2):97-110.


* Cushing KS, Sabers DS, Berliner DC. Investigations of expertise in teaching. Educ Horizons 1992;70(3):108-14.
* Pajares MF. Teachers' beliefs and educational research: cleaning up a messy construct. Rev Educ Res 1992;62(3):307-32.
 
* Evertson CM. Classroom management for secondary teachers. 3rd ed. Englewood Cliffs, NJ: Prentice-Hall, 1993.


* Rosenshine B. Explicit teaching and teacher training. J Teacher Educ 1987;38(3):34-6.
* Rosenshine B. Explicit teaching and teacher training. J Teacher Educ 1987;38(3):34-6.
* Ghaith G, Yaghi H. Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Educ 1997;13(4):451-8.


[[Category:Pedagogic strategies]]
[[Category:Pedagogic strategies]]
[[Category:Educational theories]]
[[Category:Educational theories]]
[[Category:Overviews]]
[[Category:Overviews]]

Revision as of 13:36, 11 August 2007

Draft

Definition

Typologies of teaching style

Anthony Grasha (1996) identified five potential approaches for classroom teachers:

  • Expert
  • Formal Authority,
  • Personal Model
  • Facilitator
  • Delegator

Behar-Horenstein (2006) and many other studies distinguish between:

  • teacher-centered
  • student-centered

From a cognitive point of view

In teacher training, teachers may be exposed to more formal learning designs, pedagogical scenarios, lesson planning methodology etc. Teachers then have personality and beliefs are expost to pre-service and in-service trining. There is a huge literature on this which we don't cover much in this wiki ().

The combination of these (training, personality and beliefs) with experience (i.e. concrete exposure to classroom context and policies) will then lead to a given teaching style.

Teaching style most often is not explicitly perceived or formulated by teacher. Daniel K. Schneider believes that it's a siutated, emergent phenomenon.

From an instructional design point of view

There exist a lot of instructional design models that are prescriptive models made for classroom teachings, have a look at our long list of instructional design models. Teachers that apply these may be characterized that way along the combinations of models/strategies/methods they use. Here we just mention a few examples of such models.

Behaviorist/cognitivist examples
Constructivist

Usually constructivist models are not used as sole teaching methods, but there exist institutions that do so. In higher education, for example, project-oriented learning can be dominant, e.g. some engineering schools use project-based teaching, medical schools use problem-based methods, management and law schools use cased-based

Based on learning styles

Method

Teaching Behavior Preferences Survey (TBPS)

In a the Behar-Horenstein (2006) study, Teaching styles' beliefs were measured across two domains:

  • teacher-centered (TC) and student-centered (SC)

and four subdomains:

  • methods of instruction (MI), classroom milieu (CM), use of questioning (UQ), and use of assessment (UA).

A representative set of questionnaire items in Behar-Horenstein (2006:852) was:

SubscaleTC/SC Items
Methods of Instruction * My teaching is guided by instructional strategies.
  • My teaching is guided by instructional strategies that help learners make meaning.
  • I adjust my teaching techniques based on learners�$(B!G�(B behaviors.
Classroom Milieu
  • My learning environment is efficient and highly structured.
  • My learning environment encourages learners to work quietly and stay on task.
  • My learning environment is supportive and cooperative.
Assessment
  • I use the same assessment techniques for each objective of the lesson.
  • I change assessment technique according to the lesson objectives.
  • My assessment techniques are not influenced by the material I teach.
Questioning
  • I ask learners questions frequently to determine what they understand.
  • When I ask learners questions, their answers typically require them to provide justification.
  • I ask learners questions infrequently because I believe they can synthesize material.

Principles of Adult Learning Scale (PALS)

The Principles of Adult Learning Scale (PALS) Conty (1983) was developed and validated for measuring congruency between adult education practitioners' actual observable classroom behavior and their expressed belief in the collaborative teaching-learning mode.

PALS is self-administered, has 44 items, and can be completed in about 10 to 15 minutes (Conti, 1990). Half of the items are worded positively, the others negatively and are arranged randomly.

PALS leads to a single score and which can be divided as follows, according to a table in Barrent (2007:44):

  • Teacher centered-extreme: 0-105
  • Teacher centered - very strong: 106-125
  • Teacher centered - increased: 126-145
  • Learner centered-increased: 146-165
  • Learner centered - very strong: 166-185
  • Learner centered - extreme: 186-205

In a study in interactive television teaching styles (Dupin, 2004), the following explanatory variables were found:

  • training in philosophy, history, and/or foundations of adult/continuing education;
  • interactive classroom type;
  • training in psychology of adult development/learning;
  • training in teaching methods for adults;
  • consultation with other distance education instructors
  • training in the development of curricula for distance education courses.

Links

  • Teaching styles, University of Texas at Austin, retrieved 14:36, 11 August 2007 (MEST)

References

  • Barrett (2007), Karinda R; Beverly L. Bower and Nancy C. Donovan, Teaching Styles of Community College Instructors, American Journal of Distance Education

2007, Vol. 21, No. 1, Pages 37-49 doi:10.1080/08923640701298738

  • Behar-Horenstein, Linda S. ; Gail S. Mitchell; Netta Notzer; Randy Penfield, Ilana Eli (2006). Teaching Style Beliefs Among U.S. and Israeli Faculty, Journal of Dental Education ([http:www.jdentaled.org/cgi/reprint/70/8/851.pdf PDF Reprint]
  • Conti, G. J. (1983). Principles of adult learning scale: Follow-up and factor analysis. Proceedings of the 24th Annual Adult Education Research Conference, 63-68. (ERIC Document Reproduction Service No. ED 228 424)
  • Conti, G. J. (1990). Identifying your teaching style. In M. W. Galbraith (Ed.), Adult learning methods: A guide to effective instruction. Malabar, FL: Krieger.
  • Conti, G.J. (1989), "Teaching styles and the adult basic educator", in Taylor, M.C., Draper, J.A. (Eds),Adult Literary Perspectives, Culture Concepts Inc., Toronto, pp.311-17.
  • Cushing KS, Sabers DS, Berliner DC. Investigations of expertise in teaching. Educ Horizons 1992;70(3):108-14.
  • Dupin-Bryant Pamela A. (2004), Variables Related to Interactive Television Teaching Style: In Search of Learner Centered Teaching Style, International Journal of Instructional Technology and Distance Learning 1 (4) HTML (open access).
  • Evertson CM. Classroom management for secondary teachers. 3rd ed. Englewood Cliffs, NJ: Prentice-Hall, 1993.
  • Ghaith G, Yaghi H. Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Educ 1997;13(4):451-8.
  • Grasha, Anthony F. Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles. Pittsburgh: Alliance Publishers, (1996).
  • Huberman, M. (1989). La vie des enseignants, evolution et bilan d'une profession. Paris Neuch�.A�Nbtel: Delachaux et Niestl�Ni.
  • McCoy, Mark R. (2006), Teaching style and the application of adult learning principles by police instructors, Policing: An International Journal of Police Strategies and Management, Volume 29, Number 1, 2006 , pp. 77-91(15) DOI 10.1108/13639510610648494
  • Olson JR, Singer M. Examining teacher beliefs, reflective change, and the teaching of reading. Reading Res Instruction

1994;34(2):97-110.

  • Pajares MF. Teachers' beliefs and educational research: cleaning up a messy construct. Rev Educ Res 1992;62(3):307-32.
  • Rosenshine B. Explicit teaching and teacher training. J Teacher Educ 1987;38(3):34-6.