Exploring Teaching Styles and Cognitive Styles: Evidence from School Teachers in Canada

摘要: In order to move from a "pedagogy of poverty" plenty" (Tomlinson, 2005) and cater the increasing diversity student learning needs, effective teachers need be aware use variety teaching styles (Kulinna & Cothran, 2003). Researchers have attempted isolate variables that determine teachers' preferred style, but date "little is known about perception various styles" 2003, p. 1), or stability such (Evans, 2004). Teaching focus on their distinct approach teaching. As Brookfield (1990) stressed, style can expression how gain better understanding best implement vision while responding contextual aspects Through an awareness may themselves changed, modified, supported improve interactions with students (Kulinna, Zhu, 2000; Lacey et al., 1998). Differences in also impact areas as classroom arrangements, organization assessment activities, teacher pedagogical approaches, questioning However, there limited research Canadian styles. Thus, purpose this paper explore public school then examine relationship, if any, between cognitive Initially literature reviewed. Style Teachers play critical role teaching/learning process. Teachers' behaviors many different process, preparation, presentation, activities approaches (Lacey 1998; Masse Popovich, 2006). The term "teaching style" refers "a teacher's personal media used transmit data receive it learner" (Kaplan Kies, 1995, 29), involves implementation philosophy (Conti, Heimlich indicated underpinnings philosophies values, beliefs, attitudes, aspirations, biographies, social identities, cultural background experiences. identified other influence nature subject area 2004; Genc Ogan-Bekiroglu, Lawrence, 1997); government curriculum initiatives (Hargreaves, 2003; Richards, 1998); preservice preparation schooling socialization (Britzman, Evans, Harkins, job satisfaction (Opdenakker Van Damme, 2006); well socio-cultural backgrounds attitudes (Finn, 1999; Villegas Lucas, 2002). Other researchers examined relationship achievement outcomes (Adey, Fairbrother, William, Johnson Jones, Aitkin Zuzovsky, 1994; Conti, 1985; Zinn, Within area, has painted far clear picture recent studies suggesting although prefer taught own favored they are open completely (Zhang Sternberg, Although some indicates important respect outcomes, Opdenakker Damme (2006) questioned degree which practices dependent characteristics behaviors, demonstrated do dominant Kulinna Garrahy, Ladd, 1995). …