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• W170435512 abstract "In order to move from pedagogy of poverty to pedagogy of plenty (Tomlinson, 2005) and to cater to the increasing diversity of student learning needs, effective teachers need to be aware of and use variety of (Kulinna & Cothran, 2003). Researchers have attempted to isolate variables that determine teachers' preferred style, but to date little is known about teachers' use and perception of various styles (Kulinna & Cothran, 2003, p. 1), or the stability of such (Evans, 2004). Teaching focus on teachers and their distinct approach to teaching. As Brookfield (1990) stressed, can be the expression of how teachers gain better understanding of how best to implement their vision of while responding to the contextual aspects of teaching. Through an awareness of their preferred style, teachers may gain better understanding of themselves and how their can be changed, modified, or supported to improve their interactions with students (Kulinna, Cothran, & Zhu, 2000; Lacey et al., 1998). Differences in may also impact on areas such as classroom arrangements, the organization and assessment of activities, teacher interactions with students and pedagogical approaches, such as the use of questioning (Evans, 2004). However, there is limited research on Canadian teachers' styles. Thus, the purpose of this paper is to explore the of Canadian public school teachers and then to examine the relationship, if any, between their and their cognitive styles. Initially the literature on is reviewed. Teaching Style Teachers play critical role in the teaching/learning process. Teachers' classroom behaviors impact on many different areas of this process, such as teacher preparation, classroom presentation, learning activities and approaches to the assessment of learning (Lacey et al., 1998; Masse & Popovich, 2006). The term teaching style refers to a teacher's personal behaviors and media used to transmit data to or receive it from the learner (Kaplan & Kies, 1995, p. 29), and involves the implementation of the teacher's philosophy about (Conti, 2004). Heimlich (1990) indicated that the underpinnings of teachers' philosophies may be their values, beliefs, attitudes, aspirations, personal biographies, social identities, cultural background and experiences. Researchers have also identified other areas that influence teachers' style, such as the nature of the subject area (Evans, 2004; Genc & Ogan-Bekiroglu, 2004; Lawrence, 1997); the impact of government curriculum initiatives (Hargreaves, 2003; Richards, 1998); preservice teacher preparation and schooling socialization (Britzman, 2003; Evans, 2004; Harkins, 1997); job satisfaction (Opdenakker & Van Damme, 2006); as well as socio-cultural backgrounds and attitudes (Finn, 1999; Villegas & Lucas, 2002). Other researchers have also examined the relationship between and student achievement of learning outcomes (Adey, Fairbrother, William, Johnson & Jones, 1999; Aitkin & Zuzovsky, 1994; Conti, 1985; Zinn, 2004). Within this area, research has painted far from clear picture with recent studies suggesting that although students may prefer to be taught in their own favored style, they are open to that are completely different from their own preferred learning (Zhang & Sternberg, 2004). Although some research indicates that are important with respect to student outcomes, Opdenakker and Van Damme (2006) questioned the degree to which effective classroom practices are dependent on characteristics and styles. Researchers have identified different behaviors, which have demonstrated that teachers do have preferred or dominant (Conti, 1985; Cothran, Kulinna & Garrahy, 2003; Ladd, 1995). …" @default.
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• W170435512 date "2008-12-01" @default.
• W170435512 modified "2023-09-23" @default.
• W170435512 title "Exploring Teaching Styles and Cognitive Styles: Evidence from School Teachers in Canada" @default.
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