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PROFESSIONAL DEVELOPMENT OF SECONDARY SCHOOL TEACHERS: ASSOCIATING THINKING STYLE PROFILES AND INSTRUCTIONAL PRACTICES
Corresponding Author(s) : Abdul Qayyum
Humanities & Social Sciences Reviews,
Vol. 9 No. 3 (2021): May
Abstract
Purpose of the study: The study aimed to find the association between teachers' thinking style profile types (TSPT-I, II, and III) instructional practices (IPs) at the secondary school level in Pakistan.
Methodology: The sample of the study was 550 teachers in public sector schools of district Sialkot. Thinking style inventory (TSI-RII) based on a 7-point Likert type scale was used to collect data for the identification of (TS). Frequency distribution and Pearson chi-square were used to analyze the data.
Main Findings: The results revealed that the teachers in (TSPT-I) preferred using Concept Accomplishment, Simulations, cooperative Learning, Homework, and Reinforcement, whereas teachers in (TSPT-II)Rich Vocabulary, Lecturing, Daily Assessment, Concept Accomplishment, and teachers in(TSPT-III)Cooperative Learning, Rich Vocabulary, Reinforcement, Simulations, and Daily Assessment as a set of (IPs).
Application of the study: This study may help the teacher trainers and school principals to understand the thinking styles of the teachers and their preferences for the certain set of instructional practices to focus the preferences of the teachers according to their thinking style profiles to save time and money.
Novelty/Originality of this study: Teacher training programs are conducted on the assumption that all the teachers can be trained uniformly regardless of their preferences for instructional practices. But this study has shown the association between thinking style profiles and set of instructional practices and secondary school level.
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- Budijanto, R, R (2013). Thinking Styles, Teamwork Quality, and Performance. Un published doctoral thesis. The University of Canberra. Australia.
- CTAC & WCS (2015). Instructional practices list. Community Training and Assistance Center and Washoe County School District. New York: Reno.
- Curry, L. (1983). An organization of learning styles theory and constructs. ERIC Doc. 235:185.
- Devine, D., Fahie, D., &McGillicuddy, D. (2013). What is “good†teaching Teacher beliefs and practices about their teaching? Irish Educational Studies, 32(1), 83–108. https://doi.org/10.1080/03323315.2013.773228 DOI: https://doi.org/10.1080/03323315.2013.773228
- Fer, S. (2012). Demographic Characteristics and Intellectual Styles. In Handbook of Intellectual Styles Preferences in Cognition, Learning, and Thinking. Springer. The USA.
- Hayes, A. F., & Krippendorff, K. (2007). Answering the call for a standard reliability measure for coding data. Communication Methods and Measures, 1, 77-89. https://doi.org/10.1080/19312450709336664 DOI: https://doi.org/10.1080/19312450709336664
- Ho, L.M &Maroof, N. (2009). Thinking Styles of Teacher Trainees in Four Teacher Training Institutes in Malaysia. International Journal of Learning.16 (8), 473-484. https://doi.org/10.18848/1447-9494/CGP/v16i08/46533 DOI: https://doi.org/10.18848/1447-9494/CGP/v16i08/46533
- Hussain, I., Reddy, Y., & Kamil, M S. (2018). Governing the ungovernable. Retrieved on May 6, 2021 from http://www.yvreddy.com/wp-content/uploads/2018/06/Governing-the-Ungovernable.pdf.
- King, S. H., & Watson, A. (2010). Teaching excellence for all our students. Theory Into Practice, 49, 175-184. https://doi.org/10.1080/00405841.2010.487751 DOI: https://doi.org/10.1080/00405841.2010.487751
- Marzano, R. J., & Pickering, D. J. (2007). The case for and against homework. Educational Leadership, 64(6), 74–79.
- Medwel, J and Wray, D (2018). Primary homework in England: the beliefs and practices of teachers in primary schools. Research gate, Education 3-13. https://doi.org/10.1080/03004279.2017.1421999 DOI: https://doi.org/10.1080/03004279.2017.1421999
- Miller, A. (1987). Cognitive Styles: an integrated model. Educational Psychology, 7(4), 251–268. https://doi.org/10.1080/0144341870070401 DOI: https://doi.org/10.1080/0144341870070401
- Mushtaq, M. (2013) The Changes and Challenges of Secondary Level Teachers Education in Pakistan: A Training Perspective. International Journal of Academic Research in Business and Social Sciences, 3(12). https://doi.org/10.6007/IJARBSS/v3-i12/422 DOI: https://doi.org/10.6007/IJARBSS/v3-i12/422
- Ribas, W.B. (2005). Instructional Practices that Maximise Student Achievement: For teachers, By teacher.: The USA. Ribas Publications.
- Riding, R., & Cheema, I. (1991). Cognitive styles—An overview and integration. Educ. Psychol. 11(3 & 4): 193–215. DOI: https://doi.org/10.1080/0144341910110301
- Riding, R. J., and Rayner, S. (1998). Cognitive Styles and Learning Strategies: Understanding Style Differences in Learning and Behavior, David Fulton, London.
- Song, Y. (2017). An Investigation of the Relationships between Thinking Style, Participation in Classroom Dialogue and Learning Outcomes – A Study based in Mainland China.(Unpublished doctoral dissertation). University of Cambridge, Cambridge, UK.
- SRC (2011). Powerful instructional practices. Stewart Resources Centre Saskatchewan Teachers’ Federation, SK. CA.
- OECD (2015). Teaching Belief and Practice, retrieved from www.oecd.org/talis in May 2019.
- Sternberg, R. (1997). Thinking style profiles. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511584152
- Sternberg, R.J., Wagner, R.K., & Zhang, L.F. (2007). Thinking style profiles inventory – Revised II. Unpublished test, Tufts University.
- Vermunt, J. D. (2014). Teacher learning and professional development. In S. Krolak-Schwerdi et al. (Eds.), Teachers’ Professional Development (pp. 79-95). Brill Sense. https://doi.org/10.1007/978-94-6209-536-6_6 DOI: https://doi.org/10.1007/978-94-6209-536-6_6
- Watson, M. B., Foxcroft, C. D., & Allen, L. J. (2007). Tracking Holland Interest codes: The case of South African field guides. Australian Journal of Career Development, 16(2), 51–59. Retrieved from ERIC. https://doi.org/10.1177/103841620701600208 DOI: https://doi.org/10.1177/103841620701600208
- Yang, S., & Lin, W. (2004). The Relationship Among Creative, Critical Thinking and Thinking Styles in Taiwan High School Students. Journal of Instructional Psychology, 31(1), 33-45.
- Zhang, L.F.&Postiglione, G (2001). Thinking styles, Self- Esteem and socio-Economic Status. Personality and Individual Differences, 31(2001), 1333-1346. https://doi.org/10.1016/S0191-8869(00)00227-0 DOI: https://doi.org/10.1016/S0191-8869(00)00227-0
- Zhang, L.F. (2003). Are parents' and children’s thinking style profiles related? Psychological Reports, 93(2), 617-630. https://doi.org/10.2466/pr0.2003.93.2.617 DOI: https://doi.org/10.2466/pr0.2003.93.2.617
- Zhang, L.F., &Sternberg, R.J. (2005). A Threefold Model of Intellectual Styles. Educational Psychology Review, 17(1). https://doi.org/10.1007/s10648-005-1635-4 DOI: https://doi.org/10.1007/s10648-005-1635-4
- Zhang, L.F. (2016). Is inquiry-based science teaching worth the effort? Science &Education, 25, 897–915. https://doi.org/10.1007/s11191-016-9856-0 DOI: https://doi.org/10.1007/s11191-016-9856-0
- Zhu, C. (2013). Students’ and Teachers’ Thinking Styles and Preferred Teacher Interpersonal Behavior. The Journal of Educational Research, 106:5, 399-407. https://doi.org/10.1080/00220671.2012.736431 DOI: https://doi.org/10.1080/00220671.2012.736431
References
Budijanto, R, R (2013). Thinking Styles, Teamwork Quality, and Performance. Un published doctoral thesis. The University of Canberra. Australia.
CTAC & WCS (2015). Instructional practices list. Community Training and Assistance Center and Washoe County School District. New York: Reno.
Curry, L. (1983). An organization of learning styles theory and constructs. ERIC Doc. 235:185.
Devine, D., Fahie, D., &McGillicuddy, D. (2013). What is “good†teaching Teacher beliefs and practices about their teaching? Irish Educational Studies, 32(1), 83–108. https://doi.org/10.1080/03323315.2013.773228 DOI: https://doi.org/10.1080/03323315.2013.773228
Fer, S. (2012). Demographic Characteristics and Intellectual Styles. In Handbook of Intellectual Styles Preferences in Cognition, Learning, and Thinking. Springer. The USA.
Hayes, A. F., & Krippendorff, K. (2007). Answering the call for a standard reliability measure for coding data. Communication Methods and Measures, 1, 77-89. https://doi.org/10.1080/19312450709336664 DOI: https://doi.org/10.1080/19312450709336664
Ho, L.M &Maroof, N. (2009). Thinking Styles of Teacher Trainees in Four Teacher Training Institutes in Malaysia. International Journal of Learning.16 (8), 473-484. https://doi.org/10.18848/1447-9494/CGP/v16i08/46533 DOI: https://doi.org/10.18848/1447-9494/CGP/v16i08/46533
Hussain, I., Reddy, Y., & Kamil, M S. (2018). Governing the ungovernable. Retrieved on May 6, 2021 from http://www.yvreddy.com/wp-content/uploads/2018/06/Governing-the-Ungovernable.pdf.
King, S. H., & Watson, A. (2010). Teaching excellence for all our students. Theory Into Practice, 49, 175-184. https://doi.org/10.1080/00405841.2010.487751 DOI: https://doi.org/10.1080/00405841.2010.487751
Marzano, R. J., & Pickering, D. J. (2007). The case for and against homework. Educational Leadership, 64(6), 74–79.
Medwel, J and Wray, D (2018). Primary homework in England: the beliefs and practices of teachers in primary schools. Research gate, Education 3-13. https://doi.org/10.1080/03004279.2017.1421999 DOI: https://doi.org/10.1080/03004279.2017.1421999
Miller, A. (1987). Cognitive Styles: an integrated model. Educational Psychology, 7(4), 251–268. https://doi.org/10.1080/0144341870070401 DOI: https://doi.org/10.1080/0144341870070401
Mushtaq, M. (2013) The Changes and Challenges of Secondary Level Teachers Education in Pakistan: A Training Perspective. International Journal of Academic Research in Business and Social Sciences, 3(12). https://doi.org/10.6007/IJARBSS/v3-i12/422 DOI: https://doi.org/10.6007/IJARBSS/v3-i12/422
Ribas, W.B. (2005). Instructional Practices that Maximise Student Achievement: For teachers, By teacher.: The USA. Ribas Publications.
Riding, R., & Cheema, I. (1991). Cognitive styles—An overview and integration. Educ. Psychol. 11(3 & 4): 193–215. DOI: https://doi.org/10.1080/0144341910110301
Riding, R. J., and Rayner, S. (1998). Cognitive Styles and Learning Strategies: Understanding Style Differences in Learning and Behavior, David Fulton, London.
Song, Y. (2017). An Investigation of the Relationships between Thinking Style, Participation in Classroom Dialogue and Learning Outcomes – A Study based in Mainland China.(Unpublished doctoral dissertation). University of Cambridge, Cambridge, UK.
SRC (2011). Powerful instructional practices. Stewart Resources Centre Saskatchewan Teachers’ Federation, SK. CA.
OECD (2015). Teaching Belief and Practice, retrieved from www.oecd.org/talis in May 2019.
Sternberg, R. (1997). Thinking style profiles. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511584152
Sternberg, R.J., Wagner, R.K., & Zhang, L.F. (2007). Thinking style profiles inventory – Revised II. Unpublished test, Tufts University.
Vermunt, J. D. (2014). Teacher learning and professional development. In S. Krolak-Schwerdi et al. (Eds.), Teachers’ Professional Development (pp. 79-95). Brill Sense. https://doi.org/10.1007/978-94-6209-536-6_6 DOI: https://doi.org/10.1007/978-94-6209-536-6_6
Watson, M. B., Foxcroft, C. D., & Allen, L. J. (2007). Tracking Holland Interest codes: The case of South African field guides. Australian Journal of Career Development, 16(2), 51–59. Retrieved from ERIC. https://doi.org/10.1177/103841620701600208 DOI: https://doi.org/10.1177/103841620701600208
Yang, S., & Lin, W. (2004). The Relationship Among Creative, Critical Thinking and Thinking Styles in Taiwan High School Students. Journal of Instructional Psychology, 31(1), 33-45.
Zhang, L.F.&Postiglione, G (2001). Thinking styles, Self- Esteem and socio-Economic Status. Personality and Individual Differences, 31(2001), 1333-1346. https://doi.org/10.1016/S0191-8869(00)00227-0 DOI: https://doi.org/10.1016/S0191-8869(00)00227-0
Zhang, L.F. (2003). Are parents' and children’s thinking style profiles related? Psychological Reports, 93(2), 617-630. https://doi.org/10.2466/pr0.2003.93.2.617 DOI: https://doi.org/10.2466/pr0.2003.93.2.617
Zhang, L.F., &Sternberg, R.J. (2005). A Threefold Model of Intellectual Styles. Educational Psychology Review, 17(1). https://doi.org/10.1007/s10648-005-1635-4 DOI: https://doi.org/10.1007/s10648-005-1635-4
Zhang, L.F. (2016). Is inquiry-based science teaching worth the effort? Science &Education, 25, 897–915. https://doi.org/10.1007/s11191-016-9856-0 DOI: https://doi.org/10.1007/s11191-016-9856-0
Zhu, C. (2013). Students’ and Teachers’ Thinking Styles and Preferred Teacher Interpersonal Behavior. The Journal of Educational Research, 106:5, 399-407. https://doi.org/10.1080/00220671.2012.736431 DOI: https://doi.org/10.1080/00220671.2012.736431