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ERIC Number: EJ1111496
Record Type: Journal
Publication Date: 2016-Aug-23
Pages: 9
Abstractor: As Provided
ISSN: EISSN-1990-3839
Relationship between Philosophical Preferences of Classroom Teachers and Their Teaching Styles
Saritas, Emel
Educational Research and Reviews, v11 n16 p1533-1541 Aug 2016
The purpose of this study is to examine the philosophical preferences of classroom teachers, their teaching styles and the relationship between the two variables. Participants are 301 volunteered classroom teachers who teach at the 1st, 2nd, 3rd and 4th classes in primary schools. To collect the data, philosophical preferences assessment form which was developed by Wiles and Bondi (2007) and adapted to Turkish by Doganay and Sari (2003), and Teaching Styles Questionnaire which was developed by Grasha and Reichmann (1994) and adapted to Turkish by Saritas and Süral (2010) were used. Analyses figure out that classroom teachers mostly prefer experimentalist philosophy and have facilitator teaching style. Examining the relationship of educational philosophies and teaching styles of teachers, there is a positive and significant relationship between the adopted educational philosophy and teaching style.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A