Exploring teaching styles and cognitive styles: Evidence from school teachers in Canada
Exploring teaching styles and cognitive styles: Evidence from school teachers in Canada
There is limited research on the study of the teaching styles of classroom teachers in Canada. The purpose of this study was to identify the teaching styles of public school teachers and to explore the relationship between teaching styles and cognitive styles. Participants in this study were 122 school teachers enrolled in a variety of graduate education courses in a university in eastern Canada. They completed the Teaching Styles Questionnaire (TSQ), the Cognitive Style Index (CSI) and a demographic survey. Teachers did differ in their teaching styles and the results suggest a relationship between teaching styles and cognitive styles. Implications of these findings for the teaching profession are discussed.
567-582
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131
Harkins, Mary Jane
81164812-7e70-4b2a-87b3-9f6ac9b0e7f3
Young, Jeffrey D.
8f8474ee-a3d7-4a4f-99fe-fcf60faed36f
2008
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131
Harkins, Mary Jane
81164812-7e70-4b2a-87b3-9f6ac9b0e7f3
Young, Jeffrey D.
8f8474ee-a3d7-4a4f-99fe-fcf60faed36f
Evans, Carol, Harkins, Mary Jane and Young, Jeffrey D.
(2008)
Exploring teaching styles and cognitive styles: Evidence from school teachers in Canada.
North American Journal of Psychology, 10 (3), .
Abstract
There is limited research on the study of the teaching styles of classroom teachers in Canada. The purpose of this study was to identify the teaching styles of public school teachers and to explore the relationship between teaching styles and cognitive styles. Participants in this study were 122 school teachers enrolled in a variety of graduate education courses in a university in eastern Canada. They completed the Teaching Styles Questionnaire (TSQ), the Cognitive Style Index (CSI) and a demographic survey. Teachers did differ in their teaching styles and the results suggest a relationship between teaching styles and cognitive styles. Implications of these findings for the teaching profession are discussed.
This record has no associated files available for download.
More information
Published date: 2008
Identifiers
Local EPrints ID: 417379
URI: http://eprints.soton.ac.uk/id/eprint/417379
ISSN: 1527-7143
PURE UUID: f58f2f0d-3d70-4f8b-a895-872e854c88a3
Catalogue record
Date deposited: 30 Jan 2018 17:30
Last modified: 08 Jan 2022 10:24
Export record
Contributors
Author:
Mary Jane Harkins
Author:
Jeffrey D. Young
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics