Page 213 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 213
the relationship between teachers’ teaching styles, students’ engagement ...
be receptive to the idea of change, beginning with a change in their beliefs
about the students’ role in the learning environment (Heimlich & Norland,
2002). It is the teacher’s responsibility to recurrently analyse their teaching
style, reflect on it and implement necessary changes. Constant reflection
on one’s own teaching practices, classroom activities and problem-solv-
ing approaches in the classroom are the basic teaching style monitoring
approaches. Moreover, they also include a reflection on one’s own beliefs
about teaching and learning, the teacher-student relationship, expectations
about one’s own job etc.
Besides writing reflections on a specific classroom situation, teachers
can also help themselves develop their teaching style by keeping a diary
about their work and then analysing it to reflect on their professional devel-
opment (Loughran, 2002). Videotaping own lessons from time to time also
helps teachers become aware of some behaviours that may cause unwanted
student reactions in the classroom. It also helps to ask a colleague teacher
or the head teacher to observe a lesson and discuss their observations with
you (Loughran, 2002).
Conclusions
In the article we addressed the relationship between teachers’ teaching
style and students’ learning and social outcomes. Different studies show
that teachers’ behaviour in the classroom, their beliefs about teaching and
learning – their teaching style – affects students’ perceptions of their self-ef-
ficacy, competency, their attitude and the values of school and school work,
their engagement in school, their self-determination etc. In most stud-
ies, teachers’ warmth, openness, autonomy support and their responsive-
ness to students’ needs and ideas have been shown to be the most impor-
tant dimensions of the teaching style that influences students’ self-efficacy,
self-determination and helps students stay engaged in school and develop
the internal motivation to finish it. These dimensions correspond with the
authoritative parenting style, according to Baumrind (1967). On the contra-
ry, the authoritarian teaching style which consists of excessive control and
non-responsiveness to students’ needs, interests and ideas creates an en-
vironment in which students develop low self-efficacy, they may perceive
school as an environment not suitable for them and are more prone to leave
it before they complete their education.
What is important for teachers to know is that they can help their stu-
dents develop the right motivation to finish their educational programme.
213
be receptive to the idea of change, beginning with a change in their beliefs
about the students’ role in the learning environment (Heimlich & Norland,
2002). It is the teacher’s responsibility to recurrently analyse their teaching
style, reflect on it and implement necessary changes. Constant reflection
on one’s own teaching practices, classroom activities and problem-solv-
ing approaches in the classroom are the basic teaching style monitoring
approaches. Moreover, they also include a reflection on one’s own beliefs
about teaching and learning, the teacher-student relationship, expectations
about one’s own job etc.
Besides writing reflections on a specific classroom situation, teachers
can also help themselves develop their teaching style by keeping a diary
about their work and then analysing it to reflect on their professional devel-
opment (Loughran, 2002). Videotaping own lessons from time to time also
helps teachers become aware of some behaviours that may cause unwanted
student reactions in the classroom. It also helps to ask a colleague teacher
or the head teacher to observe a lesson and discuss their observations with
you (Loughran, 2002).
Conclusions
In the article we addressed the relationship between teachers’ teaching
style and students’ learning and social outcomes. Different studies show
that teachers’ behaviour in the classroom, their beliefs about teaching and
learning – their teaching style – affects students’ perceptions of their self-ef-
ficacy, competency, their attitude and the values of school and school work,
their engagement in school, their self-determination etc. In most stud-
ies, teachers’ warmth, openness, autonomy support and their responsive-
ness to students’ needs and ideas have been shown to be the most impor-
tant dimensions of the teaching style that influences students’ self-efficacy,
self-determination and helps students stay engaged in school and develop
the internal motivation to finish it. These dimensions correspond with the
authoritative parenting style, according to Baumrind (1967). On the contra-
ry, the authoritarian teaching style which consists of excessive control and
non-responsiveness to students’ needs, interests and ideas creates an en-
vironment in which students develop low self-efficacy, they may perceive
school as an environment not suitable for them and are more prone to leave
it before they complete their education.
What is important for teachers to know is that they can help their stu-
dents develop the right motivation to finish their educational programme.
213
