From Conceptions of Effective Teachers to Styles of Teaching: Implications for Higher Education

Autor/in	Zhang, Li-fang
Titel	From Conceptions of Effective Teachers to Styles of Teaching: Implications for Higher Education
Quelle	In: Learning and Individual Differences, 19 (2009) 1, S.113-118 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2008.01.004
Schlagwörter	Teaching Styles; Teacher Effectiveness; Foreign Countries; College Faculty; Higher Education; Administrators; China + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	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 Unpublished test, The University of Hong Kong: Hong Kong.]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 Unpublished test, Yale University.].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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10