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Different Approaches to Teaching Which Emerged from Teacher Effectiveness Research

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Book cover Teacher Professional Development for Improving Quality of Teaching

Abstract

This chapter refers to the main approaches to teaching which have emerged from teacher effectiveness research. Specifically, mastery learning and the direct and active teaching approaches are described in the first two parts of this chapter, and their strengths and weaknesses are discussed. In the third part, approaches to teaching associated with constructivism are presented. Teacher effectiveness research has provided support for some factors associated with the constructivist approach. This implies that an integrated approach to effective teaching should be adopted, which will refer to factors associated with student learning, irrespective of the approach to which each of them belongs. Thus, the last part of this chapter advocates an integrated approach to learning and teaching.

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Authors and Affiliations

  1. Faculty of Behavioural & Social Sciences, University of Groningen, Groningen, The Netherlands

    Bert Creemers

  2. Department of Education, University of Cyprus, Nicosia, Cyprus

    Leonidas Kyriakides

  3. Faculty of Education, University of Cambridge, Cambridge, UK

    Panayiotis Antoniou

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  1. Bert Creemers
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  2. Leonidas Kyriakides
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Correspondence to Bert Creemers .

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Creemers, B., Kyriakides, L., Antoniou, P. (2013). Different Approaches to Teaching Which Emerged from Teacher Effectiveness Research. In: Teacher Professional Development for Improving Quality of Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5207-8_6

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