Teaching methods: primary education teachers’ selection criteria (Master thesis)

Κουρούκαφας, Παναγιώτης/ Kouroukafas, Panagiotis

Effective teaching is affected by various factors and teachers have to make specific decisions before, during and after teaching. One important decision they have to make before teaching is which teaching method they are going to use, so as not only to impart knowledge to their students, but also to help them improve their abilities and develop their personalities. Certainly, teachers should not make the same decision for every subject and every class. This study aims to probe theoretically and empirically the criteria with which teachers of primary education choose the teaching method they are going to use during teaching. More specifically, in the first chapter of the theoretical part, there is a reference to the concepts of “teaching method”, “teaching form”, “teaching strategy” and “teaching technique”. Then, there is a presentation of teaching methods’ various categorizations, the types of teaching methods and also which teaching forms are combined with which teaching methods. In the end, there is a presentation of the criteria with which teachers choose the teaching method they are going to use, as they have been outlined by other relevant studies until today. Regarding the empirical investigation of this study, we describe the gathering, the analysis and the interpretation of data, collected with the questionnaire, from the answers of 115 teachers of primary education of city of Drama. Through this study, we made the attempt: a) to examine to which point teachers select specific teaching methods as a part of their daily preparation for their teaching, b) to examine if and to which point teachers believe that choosing the right teaching method, affects their teaching and their self-awareness, c) to identify if and to which point various factors, such as the subject, the teaching aims etc., affect teachers’ decision regarding which teaching method they are going to use, d) to pinpoint to which point the sex, the level of studies, their experience, the classroom and the number of students in the classroom affect the procedure of choosing specific teaching methods. From this study, it emerged that teachers select specific teaching methods as a part of their daily preparation. Also, they believe that selecting the right teaching method contributes to a successful teaching and to the improvement of their self-awareness. Besides, it emerged that teaching aims are the most important factor that affects the procedure of choosing the appropriate teaching method. Also, the factor “students” affects which teaching method teachers are going to select. Concerning the subject of Language, teachers choose, mainly, the analytical-composite teaching method. Regarding the subject of Mathematics and the subject of Physics, they choose the problem solving method. As far as the subject of Environmental Studies is concerned, they choose the combination of deductive and inductive teaching method. Regarding the subject of History and the subject of Social and Political Education, they choose the Socratic method of teaching. Furthermore, teachers choose the deductive teaching method so as to strengthen the experiential features of their teaching. They select the combination of deductive and inductive teaching method in order to fortify students’ participation in teaching. They prefer the genetic method of teaching, so as the students have the opportunity to learn how to solve some troublesome situations. Finally, they choose the problem solving method and the Socratic method of teaching in order to cultivate the critical thinking of their students
Alternative title / Subtitle: Θεωρητική και εμπειρική προσέγγιση
Theoretical and empirical approach
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Subject classification: Lesson planning
Teaching--Methodology
Keywords: Μέθοδος διδασκαλίας,Κριτήρια μεθόδων διδασκαλίας,Προετοιμασία μαθήματος,Εκπαιδευτικός,Teaching method,Criteria of teaching methods,Lesson preparation,Teacher
URI: https://repo.lib.duth.gr/jspui/handle/123456789/10440
http://dx.doi.org/10.26257/heal.duth.5279
http://dx.doi.org/10.26257/heal.duth.5279
Appears in Collections:ΚΑΤΕΥΘΥΝΣΗ ΣΧΟΛΙΚΗ ΠΑΙΔΑΓΩΓΙΚΗ ΚΑΙ ΔΙΑΦΟΡΕΤΙΚΟΤΗΤΑ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ (ΔΙΑΠΟΛΙΤΙΣΜΙΚΗ ΑΓΩΓΗ, ΕΙΔΙΚΗ ΑΓΩΓΗ)

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https://repo.lib.duth.gr/jspui/handle/123456789/10440
http://dx.doi.org/10.26257/heal.duth.5279
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