Teaching style as a relatively stable construct, measurable in variations of approach rather than content or methodology, intervening between inputs and outputs¶

Theory · All theories
Evidence · no claims cited

Description¶

The article defines teaching style as "measurable variations in approaches used in teaching, rather than what is taught or, strictly speaking, the methodology used." Style is postulated to remain relatively constant for a teacher even as methodology varies over time and situations, and must be inferred from classroom confrontation between teachers and children. Style variables are conceived as intervening between inputs (class and teacher history, content, methodology) and outputs (effects on children, teachers and situations). The framework is operationalized through standardized tasks and eight behavioral scales, with the residue of between-teacher variance under systematic variation of non-stylistic factors providing the source for hypothesized style domains.

Design Implications¶

Context¶

Requirements¶

• Systematic variation of non-stylistic factors (common tasks across teachers) so that the residue of between-teacher variance can be attributed to style
• Filmed or otherwise recorded samples of teaching so observers can make comparisons and study observer variation

Constraints¶

• The extent to which stylistic variation can be empirically partialed into relatively independent dimensions is described as moot; an ipsative, factorial approach may be more appropriate
• Overlap between style and requirements of groups, content and methodology must be minimized for the model to be useful

Target Learners¶

• preschool (Head Start) children

Target Learning Objectives¶

• describing and comparing teaching style as it shapes classroom learning experiences

Claims¶

Related Theories¶

Examples¶

• Eight-scale instrument for classifying teaching style (control, approach, value, warmth, humor, flexibility, direction, differentiation)

Key Sources¶

• Garfunkel, Frank. (1967). Teaching Style: The Development of Teaching Tasks. Boston University. https://eric.ed.gov/?id=ED022557