Education and Philosophy
TEACHING STYLE PREFERENCES AND EDUCATIONAL PHILOSOPHY OF TEACHER EDUCATION FACULTY AT A STATE UNIVERSITY
By CINDI H. FRIES Bachelors of Science in Education, Special Education University of Tulsa Tulsa, Oklahoma 1982 Masters of Education, Counseling Northeastern State University Tahlequah, Oklahoma 1989
Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF EDUCATION July, 2012
UMI Number: 3524500
All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent on the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
UMI 3524500 Copyright 2012 by ProQuest LLC. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code.
ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346
TEACHING STYLE PREFERENCES AND EDUCATIONAL PHILOSOPHY OF TEACHER EDUCATION FACULTY AT A STATE UNIVERSITY
Dissertation Approved: Dr. B. McCharen Dissertation Adviser Dr. L. Ausburn Dr. J. Mendez Dr. E. Harris Outside Committee Member Dr. Sheryl A. Tucker Dean of the Graduate College
ii
TABLE OF CONTENTS Chapter Page
I. INTRODUCTION ......................................................................................................1 Introduction ..............................................................................................................1 Educational Philosophy ...........................................................................................1 Teaching Style .........................................................................................................3 College of Education Teacher Education Program
By CINDI H. FRIES Bachelors of Science in Education, Special Education University of Tulsa Tulsa, Oklahoma 1982 Masters of Education, Counseling Northeastern State University Tahlequah, Oklahoma 1989
Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF EDUCATION July, 2012
UMI Number: 3524500
All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent on the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
UMI 3524500 Copyright 2012 by ProQuest LLC. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code.
ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346
TEACHING STYLE PREFERENCES AND EDUCATIONAL PHILOSOPHY OF TEACHER EDUCATION FACULTY AT A STATE UNIVERSITY
Dissertation Approved: Dr. B. McCharen Dissertation Adviser Dr. L. Ausburn Dr. J. Mendez Dr. E. Harris Outside Committee Member Dr. Sheryl A. Tucker Dean of the Graduate College
ii
TABLE OF CONTENTS Chapter Page
I. INTRODUCTION ......................................................................................................1 Introduction ..............................................................................................................1 Educational Philosophy ...........................................................................................1 Teaching Style .........................................................................................................3 College of Education Teacher Education Program
References: 2 Teaching Style The five educational philosophies have each been categorized as influencing either teacher-centered or learner-centered teaching styles (Conti, 2007; Johnson, Musial, Hall & Gollnick, 2011; Zinn, 2001) 9 CHAPTER II REVIEW OF THE LITERATURE Philosophy René Descartes’ famous declaration, “Cogito ergo sum,” “I think therefore I am,” (Yaldir, 2009, Tweyman, S 10 institutional educational practices (Conti, 2007; Elias & Merrium, 1995; Graham & Havlick, 2005) 11 reality exists in the world of ideas, so they believe that teaching and learning should focus on ideas” (Kauchak & Eggen, 2005, p 12 Pragmatists accept the methods of science for understanding the human person and solving problems (Elias & Merriam, 1995) 14 differences in these philosophies centers upon the concept of knowledge, the role of the learner and the role of the teacher and the purpose of the curriculum (Conti, 2007)