Frequency of using teaching styles between novice and experienced student instructors

Stefan Koehn, Andrea J. Cameron

Research output: Contribution to conferenceAbstract

Abstract

The purpose of this study was to examine the student instructors’ teaching styles, based on Mosston and Ashworth’s (2002) teaching framework, in a physical education context. The teaching styles framework outlines ten different teaching styles that include teacher-centered to student-centered styles, which lie along a continuum between reproductive and productive styles (Mosston & Ashworth, 2002). Little is known about the extent to which teachers use different styles in their daily instructional practices and how they perceive benefits of the styles for their students (Kulinna & Cothran, 2003). Previous results showed that teachers preferred using teacher-centred styles. For instance, practice, reciprocal, and inclusion styles were reported to be perceived as most beneficial, and the self-teaching and learner-initiated styles as the least beneficial for students (Cothran et al., 2005). For this study students completed a questionnaire that was based on description and examples of teaching styles, which was developed by Curtner-Smith, Todorovich, McCaughtry, and Lacon (2001). In addition, adopted questions from Jaakkola and Watt (2001) asked participants about a) how often they would use each style in class and whether the teaching approaches bear general benefits that facilitate b) skill development, c) social interactions, d) fun and e) motivation. The sample consisted of 70 first-year students with no school teaching experience and 79 second-year university students, who have been on school placements. First-year student reported they would use practice (M = 3.56) and reciprocal styles (M = 3.49) most frequently. Second-year students indicated that in PE classes practice (M = 3.77) and reciprocal (M = 3.44) styles have been used most often in PE classes. Independent t-tests showed no significant differences between novice and experienced student PE instructors and use of teaching styles and their perceptions of skill development. Significant differences were found for practice style, indicating that experienced student teachers, in contrast to novices, would use this style more frequently to facilitate social interactions, it is more fun, and more motivating. In conclusion, novice and experience student instructors rate similarly on frequent use of teaching styles, but experienced teachers perceive that practice styles has various benefits not supported by novice student instructors. The results have practical relevance as the choice of teaching style can have a potentially positive effect on pupils’ motivation and fun in class.
Original languageEnglish
Pages153
Number of pages1
Publication statusPublished - 2013
Event13th World Congress of the International Society of Sport Psychology - Beijing, China
Duration: 21 Jul 201326 Jul 2013

Conference

Conference13th World Congress of the International Society of Sport Psychology
CountryChina
CityBeijing
Period21/07/1326/07/13

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teaching style
instructor
student
teacher
first-year student
Teaching
interaction
physical education
school
student teacher
pupil
experience
inclusion

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Koehn, S., & Cameron, A. J. (2013). Frequency of using teaching styles between novice and experienced student instructors. 153. Abstract from 13th World Congress of the International Society of Sport Psychology, Beijing, China.
Koehn, Stefan ; Cameron, Andrea J. / Frequency of using teaching styles between novice and experienced student instructors. Abstract from 13th World Congress of the International Society of Sport Psychology, Beijing, China.1 p.
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abstract = "The purpose of this study was to examine the student instructors’ teaching styles, based on Mosston and Ashworth’s (2002) teaching framework, in a physical education context. The teaching styles framework outlines ten different teaching styles that include teacher-centered to student-centered styles, which lie along a continuum between reproductive and productive styles (Mosston & Ashworth, 2002). Little is known about the extent to which teachers use different styles in their daily instructional practices and how they perceive benefits of the styles for their students (Kulinna & Cothran, 2003). Previous results showed that teachers preferred using teacher-centred styles. For instance, practice, reciprocal, and inclusion styles were reported to be perceived as most beneficial, and the self-teaching and learner-initiated styles as the least beneficial for students (Cothran et al., 2005). For this study students completed a questionnaire that was based on description and examples of teaching styles, which was developed by Curtner-Smith, Todorovich, McCaughtry, and Lacon (2001). In addition, adopted questions from Jaakkola and Watt (2001) asked participants about a) how often they would use each style in class and whether the teaching approaches bear general benefits that facilitate b) skill development, c) social interactions, d) fun and e) motivation. The sample consisted of 70 first-year students with no school teaching experience and 79 second-year university students, who have been on school placements. First-year student reported they would use practice (M = 3.56) and reciprocal styles (M = 3.49) most frequently. Second-year students indicated that in PE classes practice (M = 3.77) and reciprocal (M = 3.44) styles have been used most often in PE classes. Independent t-tests showed no significant differences between novice and experienced student PE instructors and use of teaching styles and their perceptions of skill development. Significant differences were found for practice style, indicating that experienced student teachers, in contrast to novices, would use this style more frequently to facilitate social interactions, it is more fun, and more motivating. In conclusion, novice and experience student instructors rate similarly on frequent use of teaching styles, but experienced teachers perceive that practice styles has various benefits not supported by novice student instructors. The results have practical relevance as the choice of teaching style can have a potentially positive effect on pupils’ motivation and fun in class.",
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Koehn, S & Cameron, AJ 2013, 'Frequency of using teaching styles between novice and experienced student instructors' 13th World Congress of the International Society of Sport Psychology, Beijing, China, 21/07/13 - 26/07/13, pp. 153.

Frequency of using teaching styles between novice and experienced student instructors. / Koehn, Stefan; Cameron, Andrea J.

2013. 153 Abstract from 13th World Congress of the International Society of Sport Psychology, Beijing, China.

Research output: Contribution to conferenceAbstract

TY - CONF

T1 - Frequency of using teaching styles between novice and experienced student instructors

AU - Koehn, Stefan

AU - Cameron, Andrea J.

PY - 2013

Y1 - 2013

N2 - The purpose of this study was to examine the student instructors’ teaching styles, based on Mosston and Ashworth’s (2002) teaching framework, in a physical education context. The teaching styles framework outlines ten different teaching styles that include teacher-centered to student-centered styles, which lie along a continuum between reproductive and productive styles (Mosston & Ashworth, 2002). Little is known about the extent to which teachers use different styles in their daily instructional practices and how they perceive benefits of the styles for their students (Kulinna & Cothran, 2003). Previous results showed that teachers preferred using teacher-centred styles. For instance, practice, reciprocal, and inclusion styles were reported to be perceived as most beneficial, and the self-teaching and learner-initiated styles as the least beneficial for students (Cothran et al., 2005). For this study students completed a questionnaire that was based on description and examples of teaching styles, which was developed by Curtner-Smith, Todorovich, McCaughtry, and Lacon (2001). In addition, adopted questions from Jaakkola and Watt (2001) asked participants about a) how often they would use each style in class and whether the teaching approaches bear general benefits that facilitate b) skill development, c) social interactions, d) fun and e) motivation. The sample consisted of 70 first-year students with no school teaching experience and 79 second-year university students, who have been on school placements. First-year student reported they would use practice (M = 3.56) and reciprocal styles (M = 3.49) most frequently. Second-year students indicated that in PE classes practice (M = 3.77) and reciprocal (M = 3.44) styles have been used most often in PE classes. Independent t-tests showed no significant differences between novice and experienced student PE instructors and use of teaching styles and their perceptions of skill development. Significant differences were found for practice style, indicating that experienced student teachers, in contrast to novices, would use this style more frequently to facilitate social interactions, it is more fun, and more motivating. In conclusion, novice and experience student instructors rate similarly on frequent use of teaching styles, but experienced teachers perceive that practice styles has various benefits not supported by novice student instructors. The results have practical relevance as the choice of teaching style can have a potentially positive effect on pupils’ motivation and fun in class.

AB - The purpose of this study was to examine the student instructors’ teaching styles, based on Mosston and Ashworth’s (2002) teaching framework, in a physical education context. The teaching styles framework outlines ten different teaching styles that include teacher-centered to student-centered styles, which lie along a continuum between reproductive and productive styles (Mosston & Ashworth, 2002). Little is known about the extent to which teachers use different styles in their daily instructional practices and how they perceive benefits of the styles for their students (Kulinna & Cothran, 2003). Previous results showed that teachers preferred using teacher-centred styles. For instance, practice, reciprocal, and inclusion styles were reported to be perceived as most beneficial, and the self-teaching and learner-initiated styles as the least beneficial for students (Cothran et al., 2005). For this study students completed a questionnaire that was based on description and examples of teaching styles, which was developed by Curtner-Smith, Todorovich, McCaughtry, and Lacon (2001). In addition, adopted questions from Jaakkola and Watt (2001) asked participants about a) how often they would use each style in class and whether the teaching approaches bear general benefits that facilitate b) skill development, c) social interactions, d) fun and e) motivation. The sample consisted of 70 first-year students with no school teaching experience and 79 second-year university students, who have been on school placements. First-year student reported they would use practice (M = 3.56) and reciprocal styles (M = 3.49) most frequently. Second-year students indicated that in PE classes practice (M = 3.77) and reciprocal (M = 3.44) styles have been used most often in PE classes. Independent t-tests showed no significant differences between novice and experienced student PE instructors and use of teaching styles and their perceptions of skill development. Significant differences were found for practice style, indicating that experienced student teachers, in contrast to novices, would use this style more frequently to facilitate social interactions, it is more fun, and more motivating. In conclusion, novice and experience student instructors rate similarly on frequent use of teaching styles, but experienced teachers perceive that practice styles has various benefits not supported by novice student instructors. The results have practical relevance as the choice of teaching style can have a potentially positive effect on pupils’ motivation and fun in class.

M3 - Abstract

SP - 153

ER -

Koehn S, Cameron AJ. Frequency of using teaching styles between novice and experienced student instructors. 2013. Abstract from 13th World Congress of the International Society of Sport Psychology, Beijing, China.