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ERIC Number: EJ821855
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1041-6080
From Conceptions of Effective Teachers to Styles of Teaching: Implications for Higher Education
Zhang, Li-fang
Learning and Individual Differences, v19 n1 p113-118 2009
The present study investigates the predictive power of conceptions of effective teachers for teaching styles. Ninety-three academic staff from two large comprehensive universities in the People's Republic of China responded to The Effective Teacher Inventory [Zhang, L.F. (2003). The effective teacher inventory. Unpublished test, The University of Hong Kong: Hong Kong.] and to the Thinking Styles in Teaching Inventory [Grigorenko, E.L., & Sternberg, R.J. (1993). Thinking styles in teaching inventory. Unpublished test, Yale University.]. Results suggested that teachers who considered being superior in research-related activities as a more important attribute of an effective university teacher reported that they taught more conservatively, whereas teachers who perceived teaching-related activities as being more critical functions of an effective teacher reported that they taught more creatively. Implications of this finding for university teachers and administrators are discussed. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China