Consideration of the teaching styles of 5th grade teachers in social studies lesson

The purpose of this research is to consider the teaching styles of 5th grade teacher in social studies lecture. Researh has been conducted during 2008-2009 teaching year and 189 fifth grade teachers working in Seyhan, Çukurova and Yüreğir cities of Adana country have participated. Teaching Style Inventory founded by Grasha (1996) has been utilized in this research to determine the teaching styles of 5th grade teachers in social studies lesson. Teaching styles are considered by observing the teaching styles of each teacher chosing one of the four styles in Grasha?s Teaching Model in their classroom, and the opinions of the teachers about their teaching styles are taken by means of a semi-structured form.When the teachers teaching styles were evaluated according to the Grasha Teaching Style Inventory?s (1996) low level points; it was perceived that the teachers dominantly preferred the delegator, facilitator and expert teaching styles. When the Teaching styles were considered in forms of groups as recommended by Grasha and as utilized in numerous studies, it was realized that the teachers primarily preferred a student oriented teaching approach within the delegator/ facilitator/ expert (%86.2) teaching style group. When the proportion of the teacher?s teaching styles were considered according to gender, experience, lastly graduated school type, and population of the class; delegator/facilitator/expert were found to be mainly prefered teaching styles group.Observations and interviews concludes that teachers are seen to show quite appropriate characteristics within their teaching styles to that of Grasha?s Model (1996). It was realized that there were teachers utilizing teacher oriented teaching styles other than student oriented although Social Studies Program preserves the constructive approach as fundemantal. In some schools; it was found that; The Syllabus, Teacher?s Guide books, Course & Study Books, were found to be not utilized because of not being in line / coherent to the school-student-environment conditions. Traditional teaching was followed, and teachers oriented teaching styles (Expert/Formal Authority and Personal Model/Expert/ Formal Authority ) based on teachers traditional teachings styles were utilized in classroom environment. It was determined that the student?s interests, skills and taking part in the lesson may become a factor influencing the teacher?s teaching style, and the teacher can also guide the student?s learning style.Keywords: Teach, Teaching, Teaching Style, Social Study, Teacher.