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Sınıf Öğretmenlerinin Öğretme Ve Öğrenme Stilleri Arasındaki İlişkinin İncelenmesi

Investigation of the Relationship Between Teaching and Learning Styles of Primary School Teachers

Journal Name:

  • Gazi Eğitim Fakültesi Dergisi

Publication Year:

  • 2008

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
In this study it was aimed i) to identify the primary school teachers’ (N=57) teaching and learning styles and ii) to investigate the relationship between their teaching and learning styles. The teaching styles questionnaire and the learning styles questionnaire that were developed by Grasha (1996) were applied to the participants. The results showed that i) teachers’ expert, facilitator and delegator teaching styles are moredominant than the teaching styles of formal authority and personal model and ii) collaborative and competitive teaching styles are more dominant than the teaching styles of independent, avoidant, dependent and participant. The correlation analysis between teaching and learning styles of the teachers also showed a statistically significant relationship between some learning styles and teaching styles. The findings of this study are critically analyzed.
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Abstract (Original Language): 
Bu araştırmada sınıf öğretmenlerinin (N=57) öğretme ve öğrenme stillerinin belirlenmesi ve aralarındaki ilişkinin incelenmesi amaçlanmıştır. Katılımcılara Grasha (1994) tarafından geliştirilen öğretme stilleri ölçeği ve öğrenme stilleri ölçeği uygulanmıştır. Sonuçlar sınıf öğretmenlerinin; i) uzman, yol gösterici ve temsilci öğretme stillerinin otoriter ve kişisel model öğretme stillerinden daha baskın olduğunu, ii) işbirlikli ve rekabetçi öğrenme stillerinin bağımsız, pasif, bağımlıve katılımcıöğrenme stillerinden daha baskın olduğunu göstermiştir. Öğretme stilleri ile öğrenme stilleri arasındaki ilişki dikkate alındığında öğretmenlerin bazıöğrenme ve öğretme stilleri arasında da istatistiksel olarak anlamlıbir ilişki bulunmuştur. Çalışmanın sonuçlarıeleştirel bir yaklaşımla yorumlanmıştır.
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  • 1
19-38
  • Turkish

REFERENCES

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