Open AccessAN APPROACH TO CLASSIFYING TEACHERS ACCORDING TO THEIR ORIENTATIONS TO TEACHING
Author(s) -
Powers Donald E.
Publication year - 1992
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/j.2333-8504.1992.tb01486.x
Subject(s) - mathematics education , perspective (graphical) , psychology , similarity (geometry) , subject matter , sample (material) , teaching method , cluster grouping , pedagogy , computer science , curriculum , artificial intelligence , chemistry , chromatography , image (mathematics)
A small, representative sample of U.S. teachers was asked to indicate the extent to which their teaching corresponded to each of five orientations to (“models” of) teaching. Respondents were then clustered according to the similarity of their responses. Four categories emerged. A major perspective that distinguished the groups was whether or not they perceived their teaching as corresponding to an “additive model,” i.e., an approach in which content coverage is emphasized. The clusters also differed with respect to subject matter taught and teachers' assessments of the importance of several teaching functions.