Teaching styles

Chris Carpenter, Hazel Bryan

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

This chapter describes teaching style in the slightly wider context of learning intentions and the assessment of learning. It suggests that ‘pedagogy’ needs to be understood as something far wider than merely the acts of teaching and the styles that teachers employ. The chapter also suggests that while teaching style is a topic worthy of study in its own right it is informed by other aspects of teaching. It introduces the teaching styles which include: closed, framed and negotiated strategies; command, practice/task, reciprocal, self-check, inclusion, guided discovery, convergent discovery, divergent discovery, learner-ini tiated, and self-teaching strategies; and peer tutoring. In the ‘closed’ teaching style, the teacher assumes a high degree of control in relation to all decisions. J. B. Bigg’s model of constructive alignment makes visible the connections between the learning the teacher wishes the pupils to achieve, the teaching style adopted and assessment.
Original languageEnglish
Title of host publicationLearning to Teach in the Secondary School
Subtitle of host publicationA Companion to School Experience
EditorsSusan Capel, Marilyn Leask, Sarah Younie
PublisherRoutledge
Chapter5.3
Pages330-343
Number of pages14
Edition8th
ISBN (Electronic)9781315142401
ISBN (Print)9781138307599 , 9781138307551
DOIs
Publication statusPublished - 24 Apr 2019
Externally publishedYes

Publication series

NameLearning to Teach Subjects in the Secondary School Series
PublisherRoutledge

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