Teaching style

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1 - بررسی میزان گرایش به تفکر انتقادی در معلمان مقطع متوسطه و نقش آن در سبک تدریس آنان
مرتضی کرمی ملیحه رجائی مرضیه نامخواه

اخیراً، پژوهش در زمینه گرایش به تفکر انتقادی و عوامل مرتبط با آن، به عنوان یکی از صلاحیت‌های حرفه‌ای معلمان، توجه بسیاری از صاحب نظران تعلیم و تربیت را به خود جلب کرده است. لذا پژوهش حاضر با هدف بررسی میزان گرایش به تفکر انتقادی در معلمان مقطع متوسطه و نقش آن در ترجیح س چکیده کامل

اخیراً، پژوهش در زمینه گرایش به تفکر انتقادی و عوامل مرتبط با آن، به عنوان یکی از صلاحیت‌های حرفه‌ای معلمان، توجه بسیاری از صاحب نظران تعلیم و تربیت را به خود جلب کرده است. لذا پژوهش حاضر با هدف بررسی میزان گرایش به تفکر انتقادی در معلمان مقطع متوسطه و نقش آن در ترجیح سبک تدریس آنان صورت پذیرفت. روش پژوهش، توصیفی و از نوع همبستگی بود. جامعه پژوهش، تمامی معلمان زن مقطع متوسطه شاخه نظری شهر مشهد در سال تحصیلی1391 ـ 1390 بود که بر اساس استعلام از سازمان آموزش و پرورش خراسان رضوی برابر با 4115 نفر می‌شد. 110 معلم طبق فرمول حجم نمونه کوکران و به روش تصادفی خوشه‌ای چند مرحله‌ای انتخاب و با استفاده از پرسشنامه‌های سبک تدریس و مقیاس گرایش به تفکر انتقادی ریکتس مورد ارزیابی قرار گرفتتند و داده‌های حاصل با استفاده از ضریب همبستگی پیرسون و آزمون t وابسته، تحلیل و تفسیر شد. یافته‌های پژوهش نشان داد که معلمان به سبک تدریس فعال بیش از سبک تدریس غیرفعال گرایش داشتند و در مجموع سطح تفکر انتقادی معلمان مطلوب بود و بین دو سبک تدریس فعال و غیر فعال، گرایش به تفکر انتقادی معلمان تنها با سبک تدریس فعال رابطه مثبت و معناداری وجود داشت (48/0r=، 001/0 >p < /span>). پرونده مقاله

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2 - رابطه نیازهای اساسی روان شناختی و خود شناسی با سبک ترجیحی تدریس با میانجیگری مهارت تفکر انتقادی در معلمان دوره ابتدایی
سمیرا پاسبار مریم سامری

هدف از تحقیق حاضر بررسی رابطه نیازهای اساسی روان شناختی و خود شناسی با سبک ترجیحی تدریس با میانجیگری مهارت تفکر انتقادی در معلمان دوره ابتدایی شهر ارومیه بود. تحقیق از نوع همبستگی بود. جامعه آماری معلمان دوره ابتدایی ناحیه 1 آموزش و پرورش شهر ارومیه در سال تحصیلی 96-139 چکیده کامل

هدف از تحقیق حاضر بررسی رابطه نیازهای اساسی روان شناختی و خود شناسی با سبک ترجیحی تدریس با میانجیگری مهارت تفکر انتقادی در معلمان دوره ابتدایی شهر ارومیه بود. تحقیق از نوع همبستگی بود. جامعه آماری معلمان دوره ابتدایی ناحیه 1 آموزش و پرورش شهر ارومیه در سال تحصیلی 96-1395 بودند (1570 نفر). نمونه به روش تصادفی طبقه ای، با جدول کرجسی و مورگان 310 نفر تعیین شد. داده ها با پرسشنامه های، نیازهای اساسی روان شناختی (گاردیا، دسی و رایان، 2000)، خود شناسی (قربانی، واتسن و هارگیس، 2008)، سبک ترجیحی تدریس (موسی پور، 1377) و فرم کوتاه مهارت تفکر انتقادی (واتسون و گلیزر، 1980) به دست آمده و با نرم افزار SPSS؛ و با آزمون همبستگی پیرسون و سوبل تجزیه و تحلیل شدند. نتایج نشان داد نیازهای اساسی روان شناختی با سبک ترجیحی تدریس، رابطه منفی؛ خود شناسی با سبک ترجیحی تدریس، رابطه مثبت داشته؛ ولی نیازهای اساسی روان شناختی، خود شناسی و سبک ترجیح تدریس با مهارت تفکر انتقادی، رابطه نداشتند. بین نیازهای اساسی روان شناختی و خودشناسی با سبک ترجیحی تدریس با میانجیگری مهارت تفکر انتقادی رابطه وجود نداشت. پرونده مقاله

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3 - Investigating the Relationship between Iranian EFL Teachers’ Self-Concept, Personality Traits and Teaching Styles
Mitra Zeraatpishe Elahe Mirhashemi Khalil Motallebzadeh

The quality of teachers has influence on the quality of educational services. Nurturing theteachers is actually a preoccupation for the educational organizations. The aim of our educationsystem is to produce successful, well-prepared citizens; therefore, careful examina چکیده کامل

The quality of teachers has influence on the quality of educational services. Nurturing theteachers is actually a preoccupation for the educational organizations. The aim of our educationsystem is to produce successful, well-prepared citizens; therefore, careful examination ofindividuals who teach at all levels is a critical step in meeting that goal. The current studyinvestigated the relationship among Iranian EFL teachers’ personality traits, teaching styles andself-concept. The population of the study consisted of 100 male and female teachers who teach inlanguage institutes of Mashhad, Iran. They were included 60 females and 40 males. In order tocollect data for the purpose of the current study, three questionnaires were utilized which pertainto the three variables of the study, namely, Teaching Style Inventory, Revised NEO PersonalityInventory (NEO PI-R), and Teacher Self-Concept Evaluation Scale (TSCES). To answer allresearch questions Pearson correlation was conducted. Results for the first major researchquestion indicated that there are significant relationships between all sub-scales of personalityand Teaching Style. Besides, the results of second major research question demonstratesignificant relationships between all sub-scales of personality and Teacher Self-Concept. Finally,the results of the last major research question showed significant relationships between TeachingStyle and Teacher Self-Concept. Findings associated with this study could significantly benefitteachers. The teachers may discover themselves as well as how to combine their personalitycapability to create their teaching techniques become useful which is required in achieving theeducation progress blueprint and achieving the National Mission. پرونده مقاله

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4 - Learning and Teaching Styles in the Focus: The Case of Iranian EFL Learners and Teachers
زهره سیفوری زهرا حسن زاده

Underlying any learning and teaching process is a set of preferred Learning Styles (LSs) and Teaching Styles (TSs) which epitomize the overall educational policy and identification of which is sine qua non for any reform of the educational system. This ex-post-facto stu چکیده کامل

Underlying any learning and teaching process is a set of preferred Learning Styles (LSs) and Teaching Styles (TSs) which epitomize the overall educational policy and identification of which is sine qua non for any reform of the educational system. This ex-post-facto study scrutinized preference of Iranian EFL teachers' for Expert, Formal Authority, Personal Model, Facilitator, and Delegator TSs and their students' tendencies towards Visual, Auditory, and Kinaesthetic student LSs. We collected the research data based on Grasha's (1996) Teaching Style Questionnaire administered to 30 Iranian EFL teachers and the Barsch Learning Style Questionnaire (1991) administered to 300 Iranian EFL learners. Descriptive statistics of the research data revealed that majority of Iranian EFL learners opt for the visual learning style and teachers highly favour facilitating foreign language learning. However, Visual and Delegate Learning and Teaching Styles reflected the lowest frequencies. The findings underscore the need to raise teachers’ awareness of LSs so that they can modify their teaching according to their students’ preferences. پرونده مقاله

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5 - Relationship between Iranian EFL Teachers' Brain Dominance, Teaching Experience and their Teaching Style
Somayeh Mazaheri Mohammad Ali Ayatollahi

The present study sought to explore the relationship between Iranian EFL teachers' brain dominance, teaching experience and their teaching style. The study population consisted of all EFL teachers of high schools in Shiraz holding a B.A degree, with the sample consistin چکیده کامل

The present study sought to explore the relationship between Iranian EFL teachers' brain dominance, teaching experience and their teaching style. The study population consisted of all EFL teachers of high schools in Shiraz holding a B.A degree, with the sample consisting of 100 participants recruited through convenience sampling. The study employed a descriptive correlational design. To collect data, a 40 Item-Teaching Style Survey, a 15 Item- Brain Dominance Questionnaire, and a 14 Item-Teaching Experience Scale were used. The data was presented in mean, standard deviation, graphs, and tables. Pearson correlation coefficient and multiple regression were used to test the research hypotheses. The results showed that there was a significant relationship between EFL teachers’ brain dominance, teaching experience and their teaching style. It was also found that EFL teachers’ brain dominance was a grater predictor of their teaching style than their teaching experience was. The results have several practical implications. The recommendations made include whole brain teaching and addressing the cognitive needs of EFL teachers. پرونده مقاله

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6 - Study of the Relationship between Teaching Style and Teacher Efficacy: A Quantitative Case Study in Mashhad, Iran
Azadeh Ghorbanzadeh

The present study investigated the correlation between teaching style and teacher efficacy among 80 Iranian EFL female teachers from Tabadkan District high schools in Mashhad. To fulfill this aim, the participants responded to two separate questionnaires; the Teaching S چکیده کامل

The present study investigated the correlation between teaching style and teacher efficacy among 80 Iranian EFL female teachers from Tabadkan District high schools in Mashhad. To fulfill this aim, the participants responded to two separate questionnaires; the Teaching Style Inventory (Dunn & Dunn, 1977) and the Teacher Efficacy Questionnaire (Tschannen-Moran & Woolfolk Hoy, 2001). Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient) through SPSS. Findings showed a significant relationship between teaching style and teacher efficacy of high school female teachers (n=80, r=0.57, p=0.00). The results of this investigation may have suggestions for stakeholders, policymakers, administrators, and teachers to address the significance of the issues regarding the two primary variables of this study. Furthermore, teacher educators are encouraged to re-design their professional development programs to suit the genuine requirements of teachers in their unique educational environment if they are to educate successful teachers who can cope successfully with the everyday realities of the classroom. پرونده مقاله

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7 - Match and Mismatch between Learning and Teaching Style in the Agricultural Education Process
خوشقدم خالدی محمد چیذری عنایت عباسی حسن صدیقی

Teaching and learning processes in universities have not achieved expected outcomes. The mismatch between learning and teaching styles is a challenge in the education process. Instructors should strive to incorporate their teaching style with students’ learning st چکیده کامل

Teaching and learning processes in universities have not achieved expected outcomes. The mismatch between learning and teaching styles is a challenge in the education process. Instructors should strive to incorporate their teaching style with students’ learning styles in order to ensure effective teaching and learning process in higher education. The present descriptive-survey study aimed to explainthecompatibility of students’ learning styles using Witkin’s (1976) Group Embedded Figures Test (GEFT) and teachers’ teaching style using van Tilburg and Hamilich’s (1990) test. The target population consisted of students and faculty members at the agricultural college at Razi University, Iran. Results revealed that the majority of males were field-independent and the majority of females were field-dependent learners. Concerning four teaching styles (expert, provider, facilitator and enabler), the instructors tended to use the enabler teaching style. Instructors should consider the characteristics and needs of both field-dependent and field-independent students and use different teaching methods. Recommendations about matching learning and teaching styles are provided based on the results. پرونده مقاله

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8 - An investigation into the relationship between EFL teachers’ and students’ multiple intelligences and teaching styles
Yoones Taase Adnan Satariyan Bronwyn Reynolds Hamid Salimi Ahmad Mohseni

Abstract The present study investigates the relationship between multiple intelligences and teaching styles of Eng-lish as Foreign Language (EFL) learners and teachers. The participants of the study included 106 EFL teachers and 400 EFL learners. Teachers were invited t چکیده کامل

Abstract The present study investigates the relationship between multiple intelligences and teaching styles of Eng-lish as Foreign Language (EFL) learners and teachers. The participants of the study included 106 EFL teachers and 400 EFL learners. Teachers were invited to complete a Multiple Intelligences Inventory for EFL Teachers, developed by Christison (1998) and a Thinking Styles Inventory in Teaching, developed by Grigorenko and Sternberg (1993). The students were also asked to complete Student-Generated Inven-tory for Secondary Level and Young Adult Learners, which was developed by Christison (1996; 1998). The results of the descriptive statistics showed that EFL teachers and students preferred the interaction of different kinds of multiple intelligences and teaching styles in the classroom. Pearson correlation, three-way ANOVA and Multivariate ANOVA further illustrated that there was a significant relationship be-tween EFL teachers’ multiple intelligences and the styles of teaching. Factors such as age, field of study and gender, however, did not have any significant effect on multiple intelligences and teaching styles of EFL teachers. پرونده مقاله

فهرست مقالات Teaching style

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