Methods of teaching and goals of teaching: teaching styles of teachers in higher institutions
The objective of this study was to determine the teaching styles of teachers in higher institutions. One hundred and forty lecturers in one university were recruited as participants for the study. A teaching style inventory developed by the Centre for Occupational Research and Development was us...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Conference or Workshop Item |
| Published: |
2008
|
| Subjects: | |
| Online Access: | http://eprints.uthm.edu.my/2277/ http://eprints.uthm.edu.my/2277/1/maizam_uthm_4.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The objective of this study was to determine the teaching styles of teachers in higher institutions.
One hundred and forty lecturers in one university were recruited as participants for the study. A
teaching style inventory developed by the Centre for Occupational Research and Development
was used to determine the teaching style of the individual lecturers. The teaching style is made up
of two dimensions, the goal of teaching and the method of teaching. The results indicate that the
cooperative-active teaching method is most preferred by the education and engineering lecturers;
the cooperative-symbolic method is most preferred by the management lecturers and the
individualized-enactive teaching method is preferred most by the information technology lecturers.
On the teaching goal dimension, application and understanding are the most cited goals of
teaching (preferred by 50% or more at all faculties) while rote and abstract learning is the least
preferred teaching goal (preferred by less or equal to 10% at all faculties). In conclusion, teaching
styles of teachers in higher institution may differ on the method of teaching dimension -
depending on disciplines - but tend to be similar on the goal of teaching dimension. |
|---|