A Typology of Teaching Styles in Primary Schools

Abstract

Summary. Differences in teaching styles have conventionally been described in terms of ill‐defined dichotomies. The aim of the present study was to provide a more adequate representation of teaching practices by creating a typology based on the self‐reported strategies of primary school teachers. 1,258 third and fourth year teachers completed a questionnaire, and the resultant information was cluster analysed. Twelve teaching styles were extracted. Although the usual poles of informal and formal styles were apparent, most teachers appeared to adopt intermediate styles, incorporating elements of both informal and formal strategies. Evidence regarding the validity of the clusters is presented.

Teachers' self report as an alternative strategy for the study of classroom transactions

“…The major purpose of this study was to propose an inexpensive practical method of obtaining information on instructional resources and classroom transactions. Like many others (Bennett, 1976), we used a structured format to obtain descriptive information about matters which easily lend themselves to such information such as the help of a laboratory technician, the assignment of homework, or the kind of equipment and materials used in the laboratory. However, unlike others (Flanders, 1965;Bellack et al, 1966;Eggleston, Galton, & Jones, 1976), we chose to use an open anecdotal format for the report on actual classroom transactions.…”

Designing Research on Teaching Styles

“…Where empirical grouping is used, some researchers (Bennett & Jordan, 1975) have preferred to group 'like' teachers rather than to group associated behaviours. This method has a number of problems.…”

Characteristics of senior high school science teachers in Israel as related to their educational goals and their perception of the implemented curriculum

“…A number of studies of high school biology teachers in Israel related to their priorities, perceptions and views of the curriculum have been published. In all of these studies biology teachers turned out to have, on the whole, positive attitudes towards the inquiry oriented curriculum they have been teaching (Tamir and Jungwirth 1972;Tamir 1976a;Tamir 1977 ;Tamir 1983b;Dreyfus, Jungwirth and Tamir 1985). We are not aware of the existence of similar studies of high school physics and chemistry teachers.…”

“…Since it was not feasible to carry out classroom observations the characteristics of the implemented cumculum were procured by questionnaires administered to students and teachers. While there are certainly obvious limitations to the objectivity and accuracy of descriptions based on the perceptions of the actors on the stage, the use of both students and teachers as informants has been found to be valid and very useful (Bennett 1976;Bennett and Jordan 1975;Anderson and Walberg 1974;Fraser 1981;Tamir 1983a).…”