교수유형 (teaching styles) 분석을 위한 준거 탐색 = The Investigation on the Criteria for the Analysis of Teaching Styles

다국어 초록 (Multilingual Abstract)

The main purpose of this study is to investigate on the criteria for the analysis of teaching styles. The former studies of teaching have been largely focused on effective teaching behaviors, but teachers` educational perspectives such as teaching purposes, beliefs and attitudes have been overlooked in the process-product studies. So, for promoting the teaching effectiveness, researchers need to study the teachers` teaching styles. Teaching styles represent the total of teachers values, beliefs, attitudes, and behaviors. Therefore teaching style is how teachers philosophically approach and then conduct moments of instruction. This means that teaching behaviors are based on the teachers` beliefs and attitudes. The relationship between the teachers beliefs and the behaviors of teachers has been the focus of much recent research of teaching. Many researchers have argued that teachers beliefs-practice(behaviors) congruency is an element of effective and good teaching. But many teachers have beliefs about teaching and learning that do not correlate with their behaviors in the teaching-learning process. This discrepancy between behavior and belief can ultimately result in conflict in the teaching-learning exchange. Therefore, researches of the teaching effectiveness should be focused on the study of teaching styles which are composed of teaching behaviors and beliefs. This article is aimed at conceptualize the criteria of teaching styles analysis which are logical teaching behaviors, strategic teaching behaviors, and teaching beliefs. As a result, the criteria of the teaching style analysis were suggested, consisting of three dimensions and three elements within each dimension. These are the dimension of logical teaching behaviors(constructing of instructional contents, explanation, identification of contents attainment), the dimension of strategic teaching behaviors(motivation, questioning, management of learning behaviors), and the dimension of teaching beliefs(about learners, teaching and learning, teachers themselves).

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