Investigation of teaching styles of classroom teachers

The purpose of this research is to reveal the actual teaching styles by evaluating the teaching style perceptions of the class teachers, which are the basic elements of the education and training period, as multidimensional giving. This research was carried out with a total of 8 class teachers who were teaching 4th graders who work in the province of Çayeli, Rize. Selected teachers are teaching styles have scored the Grasha Reichman'n the scale. Then the researcher scored teachers again for long-term classroom observations and scored again by the scale investigator. Video recordings were taken during the course and they were monitored by the field expert. Field experts have rated the teaching style scale for the courses they have followed. All data obtained were analyzed in the SPSS program and mean values were calculated for the scores obtained by the self, the researcher and the expert in all sub-dimensions of the scale for each teacher. Finally, the scores derived using these three data sources were found. A difference analysis of the averages was performed using the Mann-Whitney U test. The results show that there is no significant difference in the data obtained by teachers themselves, by researchers and experts, especially by experts and researchers. At the end of all subscale scorings and derived scorecards, it became clear that the most preferred teaching styles were Information Transformer / Representative / Guiding Styles. The least preferred teaching style has been the Authoritative teaching style. The result that teachers prefer student-centered styles instead of teacher-centered teaching styles has been reached.