Teacher-Student Perceptions of Teaching Styles: EFL College Classes
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
A paradigm shift towards active learner participation in the learning process has led instructional practices to adopt the learner-centered approach, even though teachers’ roles still tend to be dominant in Korea. Under this instructional transition, teachers often believe they are practicing learner-centered approach while students view such teaching styles as continuing to stress teacher-dominant approaches. This study examined the differences in evaluations of teaching styles from teachers and students in the context of college English classes and their influences on students’ learning satisfaction. A survey was used to access the perceived teaching styles of instructors as measured by the seven factor model of Conti (1989). An independent measures t-test and multiple regression analyses were used to analyze the differences in teaching styles and their relationships with learning satisfaction. The results indicated that students’ and instructors’ perceptions of teaching styles were significantly different in four of the seven categories: the learnercentered activities, personalizing instruction, assessing student needs, and flexibility in the learning process. There is also a significant negative relationship between the perceptional differences in teaching styles and students’ learning satisfaction. These findings suggest that, when instructors and students evaluate teaching styles in different ways, instructors need to find a way to communicate such differences. This study argues for the important role of effective teacher training program in reshaping their teaching styles in more collaborative ways.
Abstract
A paradigm shift towards active learner participation in the learning process has led instructional practices to adopt the learner-centered approach, even though teachers’ roles still tend to be dominant in Korea. Under this instructional transition, teachers often believe they are practicing learner-centered approach while students view such teaching styles as continuing to stress teacher-dominant approaches. This study examined the differences in evaluations of teaching styles from teachers and students in the context of college English classes and their influences on students’ learning satisfaction. A survey was used to access the perceived teaching styles of instructors as measured by the seven factor model of Conti (1989). An independent measures t-test and multiple regression analyses were used to analyze the differences in teaching styles and their relationships with learning satisfaction. The results indicated that students’ and instructors’ perceptions of teaching styles were significantly different in four of the seven categories: the learnercentered activities, personalizing instruction, assessing student needs, and flexibility in the learning process. There is also a significant negative relationship between the perceptional differences in teaching styles and students’ learning satisfaction. These findings suggest that, when instructors and students evaluate teaching styles in different ways, instructors need to find a way to communicate such differences. This study argues for the important role of effective teacher training program in reshaping their teaching styles in more collaborative ways.
참고문헌 (52)
- Akbari, R., "L2 teacher characteristics as predictors of students’ academic achievement", TESL-EJ, 13(4), pp.1~22 (2010)
- Alexander, C. D., "Effects of teacher qualifications on student achievement in middle school mathematics in Texas", Paper presented at the American Educational Research Association Annual Meeting (2005)
- Black, R., "A match of learning style to teaching style based on use of hemispheric dominance theory to enhance learning of creative thinking skills", 박사, pp.1993
- Bruffee, K. A., "Collaborative learning and the conversation of mankind", College English, 46, pp.635~652 (1984)
- Chang, Y. C., "Students’ perceptions of teaching styles and use of learning strategies", 석사, pp.2010
- Clow, T. L., "Difference between teacher professed collaborative teaching mode and adult student perception of collaborative teaching mode", 박사, pp.1986
- Conti, G. J., "Assessing teaching style in adult education : How and why", Lifelong Learning, 8(8), pp.7~11 (1985)
- Conti, G. J., "Assessing teaching style in continuing education, In Effective teaching styles", pp.3~16 (1989), Jossey-Bass
- Conti, G. J., "Identifying your teaching style, In Adult learning methods: A guide for effective instruction", pp.75~91 (2004), Krieger Publishing Company
- Cupkie, L., "The effects of similarity of instructor preferred teaching style and student preferred learning style on student achievement in selected courses in a metropolitan community college", 박사, pp.1990
- Daughenbaugh, B., "Adult college students’ preferences for teaching styles(Doctoral dissertation, State University of New York at Buffalo, 1985)", Dissertation Abstracts International, 46(12), pp.3567~ (1985)
- Dunn, K., "Practical approaches to individualizing instruction: Contracts and other effective teaching strategies" (1972), Parker
- Dupin-Bryant, P. A., "Teaching styles of interactive television instructors : A descriptive study", The American Journal of Distance Education, 18(1), pp.39~50 (2004)
- Ferguson, R., "Paying for public education : New evidence on how and why money matters", Harvard Journal of Legislation, 28, pp.465~498 (1991)
- Ferguson, R., "Teachers’ perceptions and the black-write test score gap, In The Black-White test score gap", pp.273~317 (1998), Brookings Institution Press
- Fotos, S., "Shifting the focus on forms to form in the EFL classroom", ELT Journal, 52(4), pp.301~307 (2010)
- Fullan, M. G., "Linking classroom and school improvement", Educational Leadership, 47(8), pp.13~19 (1990)
- Galbraith, M. W., "Becoming an effective teacher of adults, In Adult learning methods", pp.3~19 (1998), Kreiger PublishingCompany
- Gifford, N. K., "The relationship of moral reasoning level of instructors to their teaching style and adult student perception of the learning environment (Doctoral dissertation, Univeristy of Nebraska, Lincoln, 1992)", Dissertation Abstracts International, 54, pp.01~ (1992)
- Goldhaber, D., "The mystery of good teaching: Surveying the evidence on student achievement and teachers’ characteristics", Education Next, 2(1), pp.50~55 (2002)
- Grasha, A. F., "A matter of style : The teacher as expert, formal authority, personal model, facilitator, and delegator", College Teaching, 42, pp.142~149 (1994)
- Grasha, A. F., "Teaching with styles. A practical guide to enhance learning by understanding learning and teaching styles" (1996), Alliance Publisher
- Hancock, D. R., "Influencing university students’ achievement and motivation in a technology course", The Journal of Educational Research, 77, pp.81~112 (2003)
- Heimlich, J. E., "Developing teaching style in adult education" (1994), Jossey-Bass Publishers
- Hillocks, G., "Environments for active learning, In Theory and practice in the teaching of writing: Rethinking the discipline", pp.244~269 (1993), Southern Illinois University Press
- Jacobs, G. M., "Paradigm shift : Understanding and implementing change in second language education", TESL-EJ, 5(1), pp.1~18 (2001)
- 김선영, "The Use of Electronic Channel in the Multicultural English Class: Broadening Communication Circles", 응용언어학, 25(1), pp.163~197 (2009), 한국응용언어학회
- A paradigm shift of learner-centered teaching style: Reality or illusion?, "Liu, R.", 77~91, pp.Arizona Working Papers in SLAT, 13 (2004)
- Lloyd, D. G., "Teaching styles and faculty attitudes towards computer technology in teaching and learning at a college in Ontario", 박사, pp.2002
- Marsh, H. W., "Student evaluations of university teaching : Research findings, methodological issues, and directions for future research", International Journal of Educational Research, 11, pp.253~388 (1984)
- Mascolo, M. F., "Beyond student-centered and teacher-centered pedagogy : Teaching and learning as guided participation", Pedagogy and the Human Sciences, 1, pp.3~27 (2009)
- McCarthy, B., "What 4-mat training teaches us about staff development", Educational Leadership, 42(7), pp.61~68 (1985)
- McCarthy, J., "Active learning techniques versus traditional teaching styles", Innovative Higher Education, 24(4), pp.279~294 (2000)
- McCollin, E., "Faculty and student perceptions of teaching styles: Do teaching styles differ for traditional and nontraditional students?", Paper presented at the Annual Meeting of the Mid-South Educational Research Association (2000)
- Mckay, S., "Teaching English as an international language : Implications for cultural materials in the classroom", TESOL Journal, 9(4), pp.7~11 (2001)
- Miglietti, C. L., "Learning styles, classroom environment preferences, teaching styles, and remedial course outcomes for underprepared adults at a two-year college", Community College Review, 26(1), pp.1~19 (1998)
- Nunan, D., "Communicative tasks and the language curriculum", TESOL Quarterly, 25(2), pp.279~295 (1991)
- O’Neil, J., "Making sense of style", Educational Leadership, 48(2), pp.4~9 (1990)
- "Evidence-based, student-centered in instructional practices. Center for Applied Linguistic" (2010)[URL]
- Razak, N. A., "Perceived and preferred teaching styles of English for specific purposes students", Journal e-Bangi, 2, pp.1~20 (2007)
- Richardson, T. R., "Preferred teaching styles and modes of thinking among university students in mainland China", Thinking Skills and Creativity, 1(2), pp.95~107 (1997)
- Sanders, W. L., "Value-added assessment", School Administrator, 11(55), pp.24~27 (1998)
- Sanders, W. L., "Value-added assessment from student achievement data" (2000), Create National Evaluation Institute
- Skilton-Sylvester, E., "Electronic literacies and TESOL graduate students from Korea : New channel for navigating cultures of learning", Pan-Pacific Associate of Applied Linguistics, 5(2), pp.221~240 (2001)
- Spoon, J. C., "Aligning student learning styles with instructor teaching styles", Journal of Industrial Teacher Education, 35(2), pp.41~56 (1998)
- Villaume, S. K., "The necessity of uncertainty : A case study of language arts reform", Journal of Teacher Education, 51, pp.18~25 (2000)
- Wang, V., "Full time adult credential students’ instructional preferences at California State University, Long Beach: Pedagogy or andragogy?", Journal of Zhejiang University SCIENCE, 5(3), pp.365~370 (2004)
- Weimer, M., "Learner-centered teaching" (2002), Jossey Bass
- Welborn, R., "Influences of achievement among nontraditional adult health professional students", Paper presented at the “Teaching to Potential” Regional Conference on University Teaching (ERIC Document Reproduction Service No. ED 279258) (1996)
- Wells, M. A., "Commonsense ISD: An empirical approach to teaching systems analysis and design", Conferences in Research and Practices in Information Technology, pp.42~ (2005)
- Wilson, N., "A study of the extent to which the instructional practices of teachers of adults differ from the instructional preferences of adult learners enrolled in post-secondary credit courses", 박사, pp.1994
- Wohlfarth, D., "Student perceptions of learner-centered teaching", A Journal of ScholarlyTeaching, 3, pp.67~74 (2008)