Teacher-Centered Versus Learner -Centered Teaching Style

Abstract

The purpose of this exploratory study was to examine and identify the type of teaching style education instructors at a mid-sized, publicly funded Midwestern University. Participants of the study were selected from among graduate education instructors from four departments. The selected four departments for the study offered doctoral, specialist, and master’s degree programs. PALS measure (Conti, 1989) was used to assess the education instructors’ teaching style. Findings of this study indicated that there were two types of teaching style among graduate education instructors at the Midwestern University. Yet, the tendency was geared toward learner-centered rather than teacher-centered teaching style. The overall mean score of this study was 144.55 with standard deviation 16.62 which was not that far off from PALS‘s mean score of 146 with a standard deviation 20. Furthermore, there no significant relationship found between the instructor’s age and his/ her teaching style. Likewise, there was no significant relationship found between the instructor’s teaching style and the overall years of teaching experience or the teaching experience at the Midwestern University. It is recommended that further research be conucted using a bigger sample to identify the teaching style of education at Arab universities.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 74 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.