کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
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365276 | 621117 | 2009 | 6 صفحه PDF | دانلود رایگان |
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 Unpublished test, The University of Hong Kong: Hong Kong.]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 Unpublished test, Yale University.].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.
Journal: Learning and Individual Differences - Volume 19, Issue 1, 1st Quarter 2009, Pages 113–118