The Teaching Style Shaping Process and Its Influential Factors of Primary School Teachers
| Autor: | Wang Mei-Chen, 王美珍 |
|---|---|
| Rok vydání: | 2007 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 95 This research focuses on how teaching styles are shaped and what the influential factors are in the process. The participants in this study were 11 head teachers in Hsinchu Primary Education Consultation Group. Teaching styles are categorized according to the way teachers interact with students. They are: Director, indirect instructions, communicative and self-direct instruction respectively. The possible strengths and weakness of each style are expressed as follow: Director – teachers with leadership are effective in teaching and learning, however it may lead to be autocratic in the classrooms. Indirect instruction- Indirect instruction presents students with instructional stimuli and integrated-initiating but can be admonitory to them. Communicative- communicative teachers encourage cooperative-conferment, whereas have the weakness of unprincipled irresolution. Self-direct instruction- students enjoyed self-disciplined freedom however the limitation is that teachers might be too lax with the class. The findings of this research revealed that “self-disciplined freedom” and “cooperative-conferment”appear to be the most ideal teaching styles among the participants. In the meanwhile, the highest scores received of their most frequent used style are “integrated- initiating” where the lowest is “being too lax with students.” Another finding indicated that teaching styles might change or transform when or by changing schools, changing positions, receiving consultations and pursuing advance studies. The results showed that the 11 participants changed the teaching styles through years. The factors that led to the changes were as below: 1. taking parts in research projects or study groups 2. being in Educational Consultation Groups 3. in tune with policies 4. motherhood 5. age and experiences 6. administration positions 7. changing schools 8. others The factors that contributed to the shaping of their teaching styles are at first background – their families, personal issues and studying. Secondly, teaching experiences- students, colleagues and parents. Lastly, training sessions– teaching experiences, on-job- training and teacher groups. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|