SINIF ÖĞRETMENLERİNİN DÜŞÜNME BECERİLERİ ÖĞRETİMİNE YÖNELİK ÖĞRETME STİLLERİNİN BAZI DEĞİŞKENLERE GÖRE İNCELENMESİ

Abstract

The purpose of this research is to examine the teaching styles of primary school teachers for teaching thinking skills according to some variables. General survey model was used in the research. The population of the research consisted of primary school teachers working in primary schools affiliated to the İzmir Provincial Directorate of National Education. The sample of the study consisted of 307 primary school teachers who voluntarily participated in the study in which the scale was applied. The data of the research were collected with the "Personal Information Form" and the "Teaching Styles Scale for Teaching Thinking Skills". The statistical analyzes required for the data collected in the research were made with computer package programs. Based on the findings, it was determined that the primary school teachers had a high level of all teaching styles, and they adopted authoritative teaching style the least and facilitator teaching style the most in teaching thinking skills. It was found that there was no significant difference according to the gender of the teachers. According to the graduation status of the primary school teachers, it was concluded that those who have an associate degree have a higher "Representative Teaching Style" than those who have a undergraduate degree. There was no significant difference according to the professional seniority and marital status of the primary school teachers.