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dc.creatorAjeyalemi, Duro
dc.creatorBusari, Olanitemi O.
dc.date.accessioned2015-11-30T10:10:22Z
dc.date.accessioned2015-12-08T10:56:13Z
dc.date.available2015-11-30T10:10:22Z
dc.date.available2015-12-08T10:56:13Z
dc.date.created2015-11-30T10:10:22Z
dc.date.issued1989-07
dc.identifierAjeyalemi, D. and Busari, O.O. (1989) The Influence of Teachers’ Cognitive Styles on their Teaching Strategies. Zimbabwe Journal of Educational Research (ZJER), vol. 1, no. 2, pp. 206-223. UZ, Mt. Pleasant, Harare: HRRC.
dc.identifier1013-3445
dc.identifierhttp://opendocs.ids.ac.uk/opendocs/handle/123456789/7143
dc.identifier.urihttp://hdl.handle.net/10646/2521
dc.description.abstractThis study examines the influence of teachers’ cognitive styles on their teaching strategies. The Cognitive Style Test (Kagan, Moss and Siegel, 1963) was used to group IS secondary school Chemistry teachers into analytical and relational cognitive style dimensions and four lessons of each of the 16 teachers were observed over a period of eight weeks using the Science Teaching Observation Schedule (Eggleston, Galton and Jones, 1975). Results indicate positive relationships between teachers’ cognitive styles and their teaching methods. The analytical teachers favoured factual presentation while the relational teachers preferred the experimental approach of teaching. A major implication of the findings is that the identification of prospective and serving teachers’ cognitive styles may aid teacher educators in planning appropriate programmes for both pre- and in-service training of teachers.
dc.languageen
dc.publisherHuman Resource Research Centre (HRRC) , University of Zimbabwe (UZ.)
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsUniversity of Zimbabwe (UZ)
dc.subjectEducation
dc.titleThe Influence of Teachers’ Cognitive Styles on their Teaching Strategies
dc.typeArticle


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