JDE
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

J Dent Educ. 70(8): 851-856 2006
© 2006 American Dental Education Association
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Behar-Horenstein, L. S.
Right arrow Articles by Eli, I.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Behar-Horenstein, L. S.
Right arrow Articles by Eli, I.

Educational Methodologies

Teaching Style Beliefs Among U.S. and Israeli Faculty

Linda S. Behar-Horenstein, Ph.D.; Gail S. Mitchell, M.P.H., R.D.H.; Netta Notzer, Ph.D.; Randy Penfield, Ph.D.; Ilana Eli, D.M.D.

Key words: teaching styles, teaching beliefs, assessment, survey research

Submitted for publication 12/09/05; accepted 05/01/06

The purpose of this study was to determine if self-reported teaching style beliefs were different among faculty at a U.S. and an Israeli dental school. Teacher-centered practices refer to beliefs that the teacher holds the subject matter expertise and students are generally passive learners who must be told what to think. Student-centered practices refer to beliefs that students must learn how to construct their own understanding. Student-centered teaching is directed towards enabling students to think about complex issues. Twenty-seven of fifty-eight (47.37 percent) faculty at a dental school in the United States and thirty of thirty-four (88 percent) Israeli dental faculty teaching in basic science courses completed the Teaching Behavior Preferences Survey (TBPS). The TBPS is a thirty-item instrument that measures two domains of teaching styles—teacher-centered (TC) and student-centered (SC)—and four subdomains: methods of instruction (MI), classroom milieu (CM), use of questions (UQ), and use of assessment (UA). Findings revealed that there were no significant differences in student-centered and teacher-centered teaching practices and methods of instruction, classroom milieu, and use of questions. There was a significant difference between the U.S. and Israeli groups in their reported use of assessment. The U.S. faculty reported a greater preference for student-centered assessment practices than did the Israeli faculty.




This article has been cited by other articles:


Home page
 J Dent EducHome page
L. S. Behar-Horenstein, G. Schneider-Mitchell, and R. Graff
Faculty Perceptions of a Professional Development Seminar
J Dent Educ., April 1, 2008; 72(4): 472 - 483.
[Abstract] [Full Text] [PDF]


HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
Copyright © 2006 by the American Dental Education Association.