Conceptual Bases of Professional Nursing Practice
Teacher Variables: Teaching Style
1: Variables Influencing Teaching and Learning
Teaching style is another variable influencing the character and effectiveness of teaching-learning interactions. As was the case with the use of models and learning theory, most teachers don't have a narrow, static style that they use in every situation. Rather, most have a preferred style, but adapt as other variables in the situation change.
One way to describe teaching style is to look at it as having two dimensions, formality and structure, each of which can be viewed as a continuum.
Formality is defined as amount of psychosocial distance between the teacher and the learner. It includes the extent to which the teacher is the expert and the degree of control exerted by the teacher.
Structure is defined as the amount of structure in the teaching learning interaction, that is, the degree to which the environment and activities are structured.
The two dimensions,
structure and formality can be used to
form a graph.. The structure continuum runs along the X axis; the
formality continuum runs along the Y axis. Each quadrant
represents one of four teaching styles:
dots scattered around the graph show that a person's style can fall
at any point on the graph, so some people might have a strong
preference for a "pure" style such
as High Formality Low Structure, while others might be "on the border"
between two or more styles. While many of us may be most
the points within one quadrant, others may be able to feel comfortable
in two or more quadrants, depending on the situation. As noted
earlier, most of us have a preferred style, but can move
around the graph to adjust to the demands of different situations.
|Back to top|