3 - Teaching Styles of Educators in Higher Education in Eritrea: Teacher-centred or Student-centred?
Corresponding Author(s) : Ali Suleman Abdella
Journal of Higher Education in Africa,
Vol. 19 No. 1 (2021): Journal of Higher Education in Africa
Abstract
To meet the demands of twenty-first-century educational needs in Eritrea, the country required the education sector to replace passive learning and didactic pedagogy with interactive learning and student-centred pedagogy. In line with reform initiatives, teacher education programmes aim to prepare student teachers to increase their prospective students’ participation in the classroom. The purpose of the study on which this article is based was to find out the extent to which educators used student-centred strategies in realising the reform initiatives. The methodology adopted was survey research design. A questionnaire based on the Principles of Adult Learning Scale was used to generate data from sixty-one educators at two teacher education institutions, namely the College of Education of the Eritrea Institute of Technology and Asmara Community College of Education. While student-centred teaching has been advocated, the findings indicate that teacher-centred teaching dominates instructional settings. Moreover, the study examined the relationship between teaching styles and the demographic features of educators using an analysis of variance. No significant differences were found between teaching styles and various demographic aspects of the teacher educators.
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- Ahmed, K. A., 2013, ‘Teacher-centered versus learner-centered teaching style’, Journal of Global Business Management 9 (1): 22–34.
- Bada, S. O., 2015, ‘Constructivism learning theory: a paradigm for teaching and learning’, Journal of Research and Method in Education 5 (6): 66–70.
- Barrett, K. R., 2004, ‘A comparison of online teaching styles in Florida community colleges’, unpublished doctoral dissertation, Florida State University.
- Barrett, K. R., Bower, B. L. and Donovan, N. C., 2007, ‘Teaching styles of com- munity college instructors’, American Journal of Distance Education 21(1): 37–49.
- Bitner, N. and Bitner, J., 2002, ‘Integrating technology into the classroom: eight keys to success’, Journal of Technology and Teacher Education 10 (1): 95–100.
- Carl, A. E., 2008, ‘Reconceptualising teacher training at a South African university: a case study’, South African Journal of Higher Education 22 (1): 17–40.
- Cohen, L., Manion, L. and Morrison, K., 2011, Research Methods in Education. 7th edition, London: Routledge.
- Conti, G. J., 1985, ‘Assessing teaching style in adult education: how and why’, Lifelong Learning 8 (8): 7–11, 28.
- Conti, G. J., 1990, ‘Identifying your Teaching Style’, in M. W. Galbraith, ed., Adult Learning Methods: A Guide for Effective Instruction, Malabar, FL: Krieger Publishing Company.
- Darling-Hammond, L., 2006, Powerful Teacher Education: Lessons from Exemplary Program, San Francisco, CA: Jossey-Bass.
- Darling-Hammond, L. and Young, P., 2002. ‘Defining “highly qualified teachers”: what does “scientifically-based research” actually tell us?’, Educational Researcher 31(9): 13–25.
- Dupin-Bryant, P. A., 2004, ‘Teaching styles of interactive television instructors: a descriptive study’, American Journal of Distance Education 18 (1): 39–50.
- Elliott, D. L., 1996, ‘The teaching styles of adult educators at the Buckeye Leadership Workshop as measured by the Principles of Adult Learning Scale’, unpublished doctoral dissertation, Ohio State University.
- Fullan, M., 2001, The New Meaning of Educational Change. 3rd edition, New York: Routledge.
- Gibbs, G. and Coffey, M., 2004, ‘The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students’, Active Learning in Higher Education 5 (1): 87–100.
- Grasha, A. F., 2002, Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles, Pittsburgh, PA: Alliance Publishers.
- Hunt, B. C., 2009, ‘Teacher effectiveness: a review of the international literature and its relevance for improving education in Latin America’, Working papers series No. 43, Washington DC: Partnership for Educational Revitalization in the Americas.
- Johnson, D. W., Johnson, R. T., Holubec, E. J. and Roy, P., 1984, The New Circles of Learning: Cooperation in the Classroom and School, Alexandria, VA: ASCD.
- Kembel, D., 1997, ‘A reconceptualisation of the research into university academics’ conceptions of teaching’, Learning and Instruction 7 (3): 255–75.
- Kitot, A. K. A., Ahmad, A. R. and Seman, A. A., 2010, ‘The effectiveness of inquiry teaching in enhancing students’ critical thinking’, Procedia – Social and Behavioral Sciences 7: 264–73.
- Kuchinskas, G., 1979, ‘Whose cognitive style makes the difference’, Educational Leadership 36 (4): 269–72.
- Lea, S. J., Stephenson, D. and Troy, J., 2003, ‘Higher education students’ attitudes to student-centred learning: beyond “educational bulimia”?’, Studies in Higher Education 28 (3): 321–34.
- Lieberman, A., 1995, ‘Practices that support teacher development: transforming conceptions of professional learning’, Phi Delta Kappan 76 (8): 591–6.
- Lindblom-Ylänne, S., Trigwell, K., Nevgi, A. and Ashwin, P., 2006, ‘How approaches to teaching are affected by discipline and teaching context’, Studies in Higher Education 31 (3): 285–98.
- Little, J. W., 1993, ‘Teachers’ professional development in a climate of educational reform’, Educational Evaluation and Policy Analysis 15 (2): 129–51.
- Liu, R., Qiao, X. and Liu, Y., 2006, ‘A paradigm shift of learner-centered teaching style: reality or illusion?’, Journal of Second Language Acquisition and Teaching 13: 77–91.
- Lortie, D., 1975, School Teacher: A Sociological Study, Chicago, IL: University of Chicago Press.
- Loucks-Horsley, S. et al., 2010, Designing Professional Development for Teachers of Science and Mathematics. 3rd edition, Thousand Oaks, CA: Corwin.
- Lunenberg, M., Korthagen, F. and Swennen, A., 2007, ‘The teacher educator as a role model’, Teaching and Teacher Education 23 (5): 586–601.
- McCoy, R. M., 2006, ‘Teaching style and the application of adult learning principles by police instructors’, Policing: An International Journal of Police Strategies and Management 29 (1): 77–91.
- MoE, 2003, Eritrea: National Education Policy (First Draft), Asmara: Ministry of Education.
- MoE, 2008, The National Curriculum Framework, Asmara: Ministry of Education.
- Mosston, M., 1981, Teaching Physical Education, Columbus, OH: Bell & Howell Company.
- O’Neill, G. and McMahon, T., 2005, ‘Student-centered Learning: What Does it Mean for Students and Lecturers?’, in G. O’Neill, S. Moore and B. McMullin, eds, Emerging Issues in the Practice of University Learning and Teaching, Dublin: All Ireland Society for Higher Education.
- Peters, M. I., 2013, ‘Examining the relationships among classroom climate, self- efficacy, and achievement in undergraduate mathematics: a multi-level analysis’, International Journal of Science and Mathematics Education 11 (2): 459–80.
- Postareff, L., Lindblom-Ylänne, S. and Nevgi, A., 2007, ‘The effect of pedagogical train- ing on teaching in higher education’, Teaching and Teacher Education 23 (5): 557–71.
- Schaefer, K. M. and Zygmont, D., 2003, ‘Analyzing the teaching style of nursing faculty: does it promote a student-centered or teacher-centered learning environment?’, Nursing Education Perspectives 24 (5): 238–45.
- Seidel, T. and Shavelson, R., 2007, ‘Teaching effectiveness research in the past decade: the role of theory and research design in disentangling meta-analysis results’, Review of Educational Research 77 (4): 454–99.
- Stigler, J. M. and Hiebert, J., 1999, The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom, New York: Free Press.
- Stitt-Gohdes, W. L., 2001, ‘Business education students’ preferred learning styles and their teachers’ preferred instructional styles: do they match?’, Delta Pi Epsilon Journal 43 (3): 137–51.
- Tabulawa, R., 2013, Teaching and Learning in Context: Why Pedagogical Reforms Fail in Sub-Saharan Africa, Dakar: CODESRIA.
- Trigwell, K., Prosser, M. and Waterhouse, F., 1999, ‘Relations between teachers’ approaches to teaching and students’ approaches to learning’, Higher Education 37 (1): 57–70.
- Weimer, M., 2002, Learner-centered Teaching: Five Key Changes to Practice, San Francisco, CA: Jossey-Bass.
- Yoshida, F., Conti, G. J., Yamauchi, T. and Iwasaki, T., 2014, ‘Development of an instrument to measure teaching style in Japan: the teaching style assessment scale’, Journal of Adult Education 45 (1): 11–18.
- Zinn, L. M., 1990, ‘Identifying your Philosophical Orientation’, in W. M. Galbraith, ed., Adult Learning Methods: A Guide for Effective Instruction, Malabar: Krieger Publishing Company.
References
Ahmed, K. A., 2013, ‘Teacher-centered versus learner-centered teaching style’, Journal of Global Business Management 9 (1): 22–34.
Bada, S. O., 2015, ‘Constructivism learning theory: a paradigm for teaching and learning’, Journal of Research and Method in Education 5 (6): 66–70.
Barrett, K. R., 2004, ‘A comparison of online teaching styles in Florida community colleges’, unpublished doctoral dissertation, Florida State University.
Barrett, K. R., Bower, B. L. and Donovan, N. C., 2007, ‘Teaching styles of com- munity college instructors’, American Journal of Distance Education 21(1): 37–49.
Bitner, N. and Bitner, J., 2002, ‘Integrating technology into the classroom: eight keys to success’, Journal of Technology and Teacher Education 10 (1): 95–100.
Carl, A. E., 2008, ‘Reconceptualising teacher training at a South African university: a case study’, South African Journal of Higher Education 22 (1): 17–40.
Cohen, L., Manion, L. and Morrison, K., 2011, Research Methods in Education. 7th edition, London: Routledge.
Conti, G. J., 1985, ‘Assessing teaching style in adult education: how and why’, Lifelong Learning 8 (8): 7–11, 28.
Conti, G. J., 1990, ‘Identifying your Teaching Style’, in M. W. Galbraith, ed., Adult Learning Methods: A Guide for Effective Instruction, Malabar, FL: Krieger Publishing Company.
Darling-Hammond, L., 2006, Powerful Teacher Education: Lessons from Exemplary Program, San Francisco, CA: Jossey-Bass.
Darling-Hammond, L. and Young, P., 2002. ‘Defining “highly qualified teachers”: what does “scientifically-based research” actually tell us?’, Educational Researcher 31(9): 13–25.
Dupin-Bryant, P. A., 2004, ‘Teaching styles of interactive television instructors: a descriptive study’, American Journal of Distance Education 18 (1): 39–50.
Elliott, D. L., 1996, ‘The teaching styles of adult educators at the Buckeye Leadership Workshop as measured by the Principles of Adult Learning Scale’, unpublished doctoral dissertation, Ohio State University.
Fullan, M., 2001, The New Meaning of Educational Change. 3rd edition, New York: Routledge.
Gibbs, G. and Coffey, M., 2004, ‘The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students’, Active Learning in Higher Education 5 (1): 87–100.
Grasha, A. F., 2002, Teaching with Style: A Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles, Pittsburgh, PA: Alliance Publishers.
Hunt, B. C., 2009, ‘Teacher effectiveness: a review of the international literature and its relevance for improving education in Latin America’, Working papers series No. 43, Washington DC: Partnership for Educational Revitalization in the Americas.
Johnson, D. W., Johnson, R. T., Holubec, E. J. and Roy, P., 1984, The New Circles of Learning: Cooperation in the Classroom and School, Alexandria, VA: ASCD.
Kembel, D., 1997, ‘A reconceptualisation of the research into university academics’ conceptions of teaching’, Learning and Instruction 7 (3): 255–75.
Kitot, A. K. A., Ahmad, A. R. and Seman, A. A., 2010, ‘The effectiveness of inquiry teaching in enhancing students’ critical thinking’, Procedia – Social and Behavioral Sciences 7: 264–73.
Kuchinskas, G., 1979, ‘Whose cognitive style makes the difference’, Educational Leadership 36 (4): 269–72.
Lea, S. J., Stephenson, D. and Troy, J., 2003, ‘Higher education students’ attitudes to student-centred learning: beyond “educational bulimia”?’, Studies in Higher Education 28 (3): 321–34.
Lieberman, A., 1995, ‘Practices that support teacher development: transforming conceptions of professional learning’, Phi Delta Kappan 76 (8): 591–6.
Lindblom-Ylänne, S., Trigwell, K., Nevgi, A. and Ashwin, P., 2006, ‘How approaches to teaching are affected by discipline and teaching context’, Studies in Higher Education 31 (3): 285–98.
Little, J. W., 1993, ‘Teachers’ professional development in a climate of educational reform’, Educational Evaluation and Policy Analysis 15 (2): 129–51.
Liu, R., Qiao, X. and Liu, Y., 2006, ‘A paradigm shift of learner-centered teaching style: reality or illusion?’, Journal of Second Language Acquisition and Teaching 13: 77–91.
Lortie, D., 1975, School Teacher: A Sociological Study, Chicago, IL: University of Chicago Press.
Loucks-Horsley, S. et al., 2010, Designing Professional Development for Teachers of Science and Mathematics. 3rd edition, Thousand Oaks, CA: Corwin.
Lunenberg, M., Korthagen, F. and Swennen, A., 2007, ‘The teacher educator as a role model’, Teaching and Teacher Education 23 (5): 586–601.
McCoy, R. M., 2006, ‘Teaching style and the application of adult learning principles by police instructors’, Policing: An International Journal of Police Strategies and Management 29 (1): 77–91.
MoE, 2003, Eritrea: National Education Policy (First Draft), Asmara: Ministry of Education.
MoE, 2008, The National Curriculum Framework, Asmara: Ministry of Education.
Mosston, M., 1981, Teaching Physical Education, Columbus, OH: Bell & Howell Company.
O’Neill, G. and McMahon, T., 2005, ‘Student-centered Learning: What Does it Mean for Students and Lecturers?’, in G. O’Neill, S. Moore and B. McMullin, eds, Emerging Issues in the Practice of University Learning and Teaching, Dublin: All Ireland Society for Higher Education.
Peters, M. I., 2013, ‘Examining the relationships among classroom climate, self- efficacy, and achievement in undergraduate mathematics: a multi-level analysis’, International Journal of Science and Mathematics Education 11 (2): 459–80.
Postareff, L., Lindblom-Ylänne, S. and Nevgi, A., 2007, ‘The effect of pedagogical train- ing on teaching in higher education’, Teaching and Teacher Education 23 (5): 557–71.
Schaefer, K. M. and Zygmont, D., 2003, ‘Analyzing the teaching style of nursing faculty: does it promote a student-centered or teacher-centered learning environment?’, Nursing Education Perspectives 24 (5): 238–45.
Seidel, T. and Shavelson, R., 2007, ‘Teaching effectiveness research in the past decade: the role of theory and research design in disentangling meta-analysis results’, Review of Educational Research 77 (4): 454–99.
Stigler, J. M. and Hiebert, J., 1999, The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom, New York: Free Press.
Stitt-Gohdes, W. L., 2001, ‘Business education students’ preferred learning styles and their teachers’ preferred instructional styles: do they match?’, Delta Pi Epsilon Journal 43 (3): 137–51.
Tabulawa, R., 2013, Teaching and Learning in Context: Why Pedagogical Reforms Fail in Sub-Saharan Africa, Dakar: CODESRIA.
Trigwell, K., Prosser, M. and Waterhouse, F., 1999, ‘Relations between teachers’ approaches to teaching and students’ approaches to learning’, Higher Education 37 (1): 57–70.
Weimer, M., 2002, Learner-centered Teaching: Five Key Changes to Practice, San Francisco, CA: Jossey-Bass.
Yoshida, F., Conti, G. J., Yamauchi, T. and Iwasaki, T., 2014, ‘Development of an instrument to measure teaching style in Japan: the teaching style assessment scale’, Journal of Adult Education 45 (1): 11–18.
Zinn, L. M., 1990, ‘Identifying your Philosophical Orientation’, in W. M. Galbraith, ed., Adult Learning Methods: A Guide for Effective Instruction, Malabar: Krieger Publishing Company.