PHONG CÁCH DẠY HỌC CỦA GIÁO VIÊN TIỂU HỌC: VẬN DỤNG MÔ HÌNH GRASHA THEO PHỔ CHUYỂN GIAO TRÁCH NHIỆM HỌC TẬP
Nội dung chính của bài viết
Tóm tắt
Phong cách dạy học phản ánh cách giáo viên (GV) vận dụng tri thức chuyên môn, tổ chức hoạt động học tập và tương tác với học sinh (HS) trong suốt quá trình dạy học. Bài viết nhằm hệ thống hóa cơ sở lí luận về phong cách dạy học và vận dụng mô hình phong cách dạy học của Grasha để đề xuất các nhóm phong cách dạy học phù hợp với bối cảnh giáo dục tiểu học. Nghiên cứu sử dụng phương pháp nghiên cứu lí luận, kết hợp tổng quan tài liệu, phân tích nội dung, so sánh và tổng hợp các công trình liên quan đến phong cách dạy học. Dựa trên năm phong cách dạy học của Grasha gồm Chuyên gia, Người có thẩm quyền chính thức, Hình mẫu cá nhân, Người hướng dẫn và Người ủy quyền, bài viết phân tích và đề xuất bốn nhóm phong cách dạy học: Truyền đạt và Kiểm soát; Truyền đạt và Làm mẫu; Hướng dẫn và Khám phá; Hỗ trợ và Chuyển giao trách nhiệm. Kết quả cho thấy GV hiếm khi chỉ sử dụng một phong cách dạy học đơn lẻ mà thường kết hợp và điều chỉnh linh hoạt nhiều phong cách theo mục tiêu bài học, đặc điểm nội dung, năng lực của HS và bối cảnh lớp học cụ thể. Việc vận dụng mô hình Grasha cung cấp một khung lí thuyết toàn diện để mô tả sự chuyển dịch vai trò của GV, từ truyền đạt tri thức, duy trì kiểm soát và làm mẫu, đến hướng dẫn, hỗ trợ và trao quyền cho HS trong quá trình học tập. Khung lí luận được đề xuất có thể là cơ sở cho việc tự phản tư của GV, cho các chương trình bồi dưỡng chuyên môn và cho những nghiên cứu thực nghiệm tiếp theo về phong cách dạy học của GV tiểu học.
Từ khóa
phong cách dạy học, mô hình Grasha, giáo viên tiểu học, tổ chức dạy học
Chi tiết bài viết
Tài liệu tham khảo
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Ahmed, S., Farooqi, M. T. K., & Iqbal, A. (2021). A study of teachers’ teaching styles and students’ performance. Elementary Education Online, 20(2), 1098–1105. https://doi.org/10.17051/ilkonline.2021.02.124
Aktan, S. (2012). Öğrencilerin akademik başarısı, öz düzenleme becerisi, motivasyonu ve öğretmenlerin öğretim stilleri arasındaki ilişki [The relationship between students’ academic achievement, self-regulation skills, motivation, and teachers’ teaching styles] [Doctoral dissertation, Balıkesir University].
Alivernini, F., Lucidi, F., & Manganelli, S. (2012). The validation of a scale measuring teaching styles in the Italian context. Procedia - Social and Behavioral Sciences, 46, 1487–1490. https://doi.org/10.1016/j.sbspro.2012.05.326
Awla, H. A. (2014). Learning styles and their relation to teaching styles. International Journal of Language and Linguistics, 2(3), 241–245. https://doi.org/10.11648/j.ijll.20140203.23
Benita, M., Roth, G., & Deci, E. L. (2014). When are mastery goals more adaptive? It depends on experiences of autonomy support and autonomy. Journal of Educational Psychology, 106(1), 258–267. https://doi.org/10.1037/a0034007
Chetty, N. D. S., Handayani, L., Sahabudin, N. A., Ali, Z., Hamzah, N., Abdul Rahman, N. S., & Kasim, S. (2019). Learning styles and teaching styles determine students’ academic performances. International Journal of Evaluation and Research in Education, 8(3), 610–615. https://doi.org/10.11591/ijere.v8i3.20345
Cornelius-White, J. (2007). Student-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143. https://doi.org/10.3102/003465430298563
Fischer, B. B., & Fischer, L. (1979). Styles in teaching and learning. Educational Leadership, 36(4), 245–254.
Ford, J. H., II, Robinson, J. M., & Wise, M. E. (2016). Adaptation of the Grasha Riechmann Student Learning Style Survey and Teaching Style Inventory to assess individual teaching and learning styles in a quality improvement collaborative. BMC Medical Education, 16, Article 252. https://doi.org/10.1186/s12909-016-0772-4
Grasha, A. F. (1994). A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College Teaching, 42(4), 142–149. https://doi.org/10.1080/87567555.1994.9926845
Gu, X., Ritter, S. M., Koksma, J., & Dijksterhuis, A. (2021). The influence of school type and perceived teaching style on students’ creativity. Studies in Educational Evaluation, 71, Article 101084. https://doi.org/10.1016/j.stueduc.2021.101084
Győri, Á., & Czakó, Á. (2020). The impact of different teaching methods on learning motivation: A sociological case study on Hungarian vocational education. International Journal of Innovation and Learning, 27(1), 1–18. https://doi.org/10.1504/IJIL.2020.103885
Halif, M. M., Hassan, N., Muhamed, A. A., Abd Rahim, N. N., Abu Bakar, M. Z., & Hassan, M. F. (2022). The moderating effects of teaching and cultural variables on the relationship between learning styles and student engagement. International Journal of Academic Research in Business and Social Sciences, 12(6), 410–417. https://doi.org/10.6007/IJARBSS/v12-i6/13859
Heimlich, J. E., & Norland, E. (2002). Teaching style: Where are we now? New Directions for Adult and Continuing Education, 2002(93), 17–25.
Huang, C., & Zheng, Q. (2022). How teaching style influences learning effectiveness through learning motivation: An example of an advanced mathematics course for undergraduate students at university. International Journal of Research in Business and Social Science, 11(6), 468–477.
Hürriyetoğlu, N., & Kılıçoğlu, E. (2020). Teaching Styles Scale: Validity and reliability study. Educational Policy Analysis and Strategic Research, 15(2), 222–237. https://doi.org/10.29329/epasr.2020.251.12
Inayat, A., & Ali, A. Z. (2020). Influence of teaching style on students’ engagement, curiosity and exploration in the classroom. Journal of Education and Educational Development, 7(1), 87–102. https://doi.org/10.22555/joeed.v7i1.2736
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–600. https://doi.org/10.1037/a0019682
Jiang, A. L., & Zhang, L. J. (2021). University teachers’ teaching style and their students’ agentic engagement in EFL learning in China: A self-determination theory and achievement goal theory integrated perspective. Frontiers in Psychology, 12, Article 704269. https://doi.org/10.3389/fpsyg.2021.704269
Karataş, E., & Yalın, H. İ. (2021). The impact of matching learning-teaching styles on students’ academic achievement. Eurasian Journal of Educational Research, 92, 377–402. https://doi.org/10.14689/ejer.2021.92.19
Leo, F. M., Mouratidis, A., Pulido, J. J., López-Gajardo, M. A., & Sánchez-Oliva, D. (2022). Perceived teachers’ behavior and students’ engagement in physical education: The mediating role of basic psychological needs and self-determined motivation. Physical Education and Sport Pedagogy, 27(1), 59–76. https://doi.org/10.1080/17408989.2020.1850667
Lynch, D., Smith, R., Provost, S., Yeigh, T., & Turner, D. (2017). The correlation between “teacher readiness” and student learning improvement. International Journal of Innovation, Creativity and Change, 3(1), 1–12.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Association for Supervision and Curriculum Development.
Morgan, K., Kingston, K., & Sproule, J. (2005). Effects of different teaching styles on the teacher behaviours that influence motivational climate and pupils’ motivation in physical education. European Physical Education Review, 11(3), 257–285. https://doi.org/10.1177/1356336X05056651
Patall, E. A., Dent, A. L., Oyer, M., & Wynn, S. R. (2013). Student autonomy and course value: The unique and cumulative roles of various teacher practices. Motivation and Emotion, 37(1), 14–32. https://doi.org/10.1007/s11031-012-9305-6
Peker, M., & Mirasyedioğlu, Ş. (2008). Pre-service elementary school teachers’ learning styles and attitudes towards mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 21–26. https://doi.org/10.12973/ejmste/75302
Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory Into Practice, 59(2), 150–161. https://doi.org/10.1080/00405841.2019.1702451
Reiff, J. C. (1992). Learning styles: What research says to the teacher. National Education Association.
Roksa, J., Trolian, T. L., Blaich, C., & Wise, K. (2017). Facilitating academic performance in college: Understanding the role of clear and organized instruction. Higher Education, 74(2), 283–300. https://doi.org/10.1007/s10734-016-0048-2
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Shaari, A. S., Yusoff, N. M., Ghazali, I. M., Osman, R. H., & Dzahir, N. F. M. (2014). The relationship between lecturers’ teaching style and students’ academic engagement. Procedia - Social and Behavioral Sciences, 118, 10–20. https://doi.org/10.1016/j.sbspro.2014.02.002
Sheikh, A., & Mahmood, N. (2014). Effect of different teaching styles on students’ motivation towards English language learning at secondary level. Science International (Lahore), 26(2), 825–830.
Tanveer, M. A., Shabbir, M. F., Aslam, H. D., Ammar, M., & Dolla, S. I. (2012). Influence of teacher on students’ learning motivation in management sciences studies. American Journal of Scientific Research, 67, 76–87.
Thang, S. M., & Mahmud, N. (2017). Digital storytelling and its contributions to development of workplace skills in a Southeast-Asian context. Journal of Institutional Research South East Asia, 15(1), 20–40.
Thoonen, E. E. J., Sleegers, P. J. C., Peetsma, T. T. D., & Oort, F. J. (2011). Can teachers motivate students to learn? Educational Studies, 37(3), 345–360. https://doi.org/10.1080/03055698.2010.507008
Trigueros, R., Mínguez, L. A., González-Bernal, J. J., Jahouh, M., Soto-Cámara, R., & Aguilar-Parra, J. M. (2019). Influence of teaching style on physical education adolescents’ motivation and health-related lifestyle. Nutrients, 11(11), Article 2594. https://doi.org/10.3390/nu11112594
Yang, C.-B., & Dong, M.-K. (2017). A study of the correlation between teachers’ teaching styles and students’ participation motivation in physical education. Journal of Baltic Science Education, 16(2), 199–206. https://doi.org/10.33225/jbse/17.16.199
Yoshida, F., Conti, G. J., Yamauchi, T., & Iwasaki, T. (2014). Development of an instrument to measure teaching style in Japan: The Teaching Style Assessment Scale. Journal of Adult Education, 43(1), 11–18.
Üredi, L. (2006). İlköğretim I. ve II. kademe öğretmenlerinin öğretim stili tercihlerine göre öğretmenlik mesleğine ilişkin algılarının incelenmesi [Examining primary school teachers’ perceptions of the teaching profession according to their teaching style preferences] [Doctoral dissertation, Marmara University].
Ahmed, S., Farooqi, M. T. K., & Iqbal, A. (2021). A study of teachers’ teaching styles and students’ performance. Elementary Education Online, 20(2), 1098–1105. https://doi.org/10.17051/ilkonline.2021.02.124
Aktan, S. (2012). Öğrencilerin akademik başarısı, öz düzenleme becerisi, motivasyonu ve öğretmenlerin öğretim stilleri arasındaki ilişki [The relationship between students’ academic achievement, self-regulation skills, motivation, and teachers’ teaching styles] [Doctoral dissertation, Balıkesir University].
Alivernini, F., Lucidi, F., & Manganelli, S. (2012). The validation of a scale measuring teaching styles in the Italian context. Procedia - Social and Behavioral Sciences, 46, 1487–1490. https://doi.org/10.1016/j.sbspro.2012.05.326
Awla, H. A. (2014). Learning styles and their relation to teaching styles. International Journal of Language and Linguistics, 2(3), 241–245. https://doi.org/10.11648/j.ijll.20140203.23
Benita, M., Roth, G., & Deci, E. L. (2014). When are mastery goals more adaptive? It depends on experiences of autonomy support and autonomy. Journal of Educational Psychology, 106(1), 258–267. https://doi.org/10.1037/a0034007
Chetty, N. D. S., Handayani, L., Sahabudin, N. A., Ali, Z., Hamzah, N., Abdul Rahman, N. S., & Kasim, S. (2019). Learning styles and teaching styles determine students’ academic performances. International Journal of Evaluation and Research in Education, 8(3), 610–615. https://doi.org/10.11591/ijere.v8i3.20345
Cornelius-White, J. (2007). Student-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143. https://doi.org/10.3102/003465430298563
Fischer, B. B., & Fischer, L. (1979). Styles in teaching and learning. Educational Leadership, 36(4), 245–254.
Ford, J. H., II, Robinson, J. M., & Wise, M. E. (2016). Adaptation of the Grasha Riechmann Student Learning Style Survey and Teaching Style Inventory to assess individual teaching and learning styles in a quality improvement collaborative. BMC Medical Education, 16, Article 252. https://doi.org/10.1186/s12909-016-0772-4
Grasha, A. F. (1994). A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College Teaching, 42(4), 142–149. https://doi.org/10.1080/87567555.1994.9926845
Gu, X., Ritter, S. M., Koksma, J., & Dijksterhuis, A. (2021). The influence of school type and perceived teaching style on students’ creativity. Studies in Educational Evaluation, 71, Article 101084. https://doi.org/10.1016/j.stueduc.2021.101084
Győri, Á., & Czakó, Á. (2020). The impact of different teaching methods on learning motivation: A sociological case study on Hungarian vocational education. International Journal of Innovation and Learning, 27(1), 1–18. https://doi.org/10.1504/IJIL.2020.103885
Halif, M. M., Hassan, N., Muhamed, A. A., Abd Rahim, N. N., Abu Bakar, M. Z., & Hassan, M. F. (2022). The moderating effects of teaching and cultural variables on the relationship between learning styles and student engagement. International Journal of Academic Research in Business and Social Sciences, 12(6), 410–417. https://doi.org/10.6007/IJARBSS/v12-i6/13859
Heimlich, J. E., & Norland, E. (2002). Teaching style: Where are we now? New Directions for Adult and Continuing Education, 2002(93), 17–25.
Huang, C., & Zheng, Q. (2022). How teaching style influences learning effectiveness through learning motivation: An example of an advanced mathematics course for undergraduate students at university. International Journal of Research in Business and Social Science, 11(6), 468–477.
Hürriyetoğlu, N., & Kılıçoğlu, E. (2020). Teaching Styles Scale: Validity and reliability study. Educational Policy Analysis and Strategic Research, 15(2), 222–237. https://doi.org/10.29329/epasr.2020.251.12
Inayat, A., & Ali, A. Z. (2020). Influence of teaching style on students’ engagement, curiosity and exploration in the classroom. Journal of Education and Educational Development, 7(1), 87–102. https://doi.org/10.22555/joeed.v7i1.2736
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–600. https://doi.org/10.1037/a0019682
Jiang, A. L., & Zhang, L. J. (2021). University teachers’ teaching style and their students’ agentic engagement in EFL learning in China: A self-determination theory and achievement goal theory integrated perspective. Frontiers in Psychology, 12, Article 704269. https://doi.org/10.3389/fpsyg.2021.704269
Karataş, E., & Yalın, H. İ. (2021). The impact of matching learning-teaching styles on students’ academic achievement. Eurasian Journal of Educational Research, 92, 377–402. https://doi.org/10.14689/ejer.2021.92.19
Leo, F. M., Mouratidis, A., Pulido, J. J., López-Gajardo, M. A., & Sánchez-Oliva, D. (2022). Perceived teachers’ behavior and students’ engagement in physical education: The mediating role of basic psychological needs and self-determined motivation. Physical Education and Sport Pedagogy, 27(1), 59–76. https://doi.org/10.1080/17408989.2020.1850667
Lynch, D., Smith, R., Provost, S., Yeigh, T., & Turner, D. (2017). The correlation between “teacher readiness” and student learning improvement. International Journal of Innovation, Creativity and Change, 3(1), 1–12.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Association for Supervision and Curriculum Development.
Morgan, K., Kingston, K., & Sproule, J. (2005). Effects of different teaching styles on the teacher behaviours that influence motivational climate and pupils’ motivation in physical education. European Physical Education Review, 11(3), 257–285. https://doi.org/10.1177/1356336X05056651
Patall, E. A., Dent, A. L., Oyer, M., & Wynn, S. R. (2013). Student autonomy and course value: The unique and cumulative roles of various teacher practices. Motivation and Emotion, 37(1), 14–32. https://doi.org/10.1007/s11031-012-9305-6
Peker, M., & Mirasyedioğlu, Ş. (2008). Pre-service elementary school teachers’ learning styles and attitudes towards mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 21–26. https://doi.org/10.12973/ejmste/75302
Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory Into Practice, 59(2), 150–161. https://doi.org/10.1080/00405841.2019.1702451
Reiff, J. C. (1992). Learning styles: What research says to the teacher. National Education Association.
Roksa, J., Trolian, T. L., Blaich, C., & Wise, K. (2017). Facilitating academic performance in college: Understanding the role of clear and organized instruction. Higher Education, 74(2), 283–300. https://doi.org/10.1007/s10734-016-0048-2
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Shaari, A. S., Yusoff, N. M., Ghazali, I. M., Osman, R. H., & Dzahir, N. F. M. (2014). The relationship between lecturers’ teaching style and students’ academic engagement. Procedia - Social and Behavioral Sciences, 118, 10–20. https://doi.org/10.1016/j.sbspro.2014.02.002
Sheikh, A., & Mahmood, N. (2014). Effect of different teaching styles on students’ motivation towards English language learning at secondary level. Science International (Lahore), 26(2), 825–830.
Tanveer, M. A., Shabbir, M. F., Aslam, H. D., Ammar, M., & Dolla, S. I. (2012). Influence of teacher on students’ learning motivation in management sciences studies. American Journal of Scientific Research, 67, 76–87.
Thang, S. M., & Mahmud, N. (2017). Digital storytelling and its contributions to development of workplace skills in a Southeast-Asian context. Journal of Institutional Research South East Asia, 15(1), 20–40.
Thoonen, E. E. J., Sleegers, P. J. C., Peetsma, T. T. D., & Oort, F. J. (2011). Can teachers motivate students to learn? Educational Studies, 37(3), 345–360. https://doi.org/10.1080/03055698.2010.507008
Trigueros, R., Mínguez, L. A., González-Bernal, J. J., Jahouh, M., Soto-Cámara, R., & Aguilar-Parra, J. M. (2019). Influence of teaching style on physical education adolescents’ motivation and health-related lifestyle. Nutrients, 11(11), Article 2594. https://doi.org/10.3390/nu11112594
Yang, C.-B., & Dong, M.-K. (2017). A study of the correlation between teachers’ teaching styles and students’ participation motivation in physical education. Journal of Baltic Science Education, 16(2), 199–206. https://doi.org/10.33225/jbse/17.16.199
Yoshida, F., Conti, G. J., Yamauchi, T., & Iwasaki, T. (2014). Development of an instrument to measure teaching style in Japan: The Teaching Style Assessment Scale. Journal of Adult Education, 43(1), 11–18.
Üredi, L. (2006). İlköğretim I. ve II. kademe öğretmenlerinin öğretim stili tercihlerine göre öğretmenlik mesleğine ilişkin algılarının incelenmesi [Examining primary school teachers’ perceptions of the teaching profession according to their teaching style preferences] [Doctoral dissertation, Marmara University].