|Published online: July 27, 2015||$US5.00|
The purpose of this research is to comprehend, analyze and consider the different teaching styles as a way of optimizing the educational process. Various principles and patterns of behaviour stem from each style that enable or hinder an adequate development of learning. The research sample comprises 64 students of the Master’s Degree in Secondary Education Teacher Training of the Universidad of Santiago de Compostela. A cross-section descriptive study was carried out under a polymethodic qualitative and quantitative perspective. Data come from the implementation of the Scale of Teaching Styles (STS), in-depth interviews and documentary analysis. Significant findings to be highlighted include the fact that no statistical significance regarding gender was revealed whereas statistical significance exists on the grounds of academic qualifications and age. This paper reflects the fact that future teachers accept the importance of using active teaching styles. It also evidences that the students of this Master’s preferentially show reflective, cooperative and individualized teaching styles, with scarcely any traces of the academic style.
|Keywords:||Teaching Styles, Initial Teacher Training, Traditional Education, Secondary Education, Active Styles|
The International Journal of Educational Organization and Leadership, Volume 22, Issue 4, December, 2015, pp.29-43. Article: Print (Spiral Bound). Published online: July 27, 2015 (Article: Electronic (PDF File; 528.499KB)).
Tutor, Centro Asociado de la UNED de Pontevedra, Universidad Nacional de Educación a Distancia (UNED), Vigo, Pontevedra, Spain
Lecturer, Filologías Extranjeras y sus Lingüísticas, UNED (Universidad Nacional de Educación da Distancia, Madrid, Spain, Spain