Year: 2016
Type: article
Study design: Observational Study
Abstract: Teachers’ preference to a particular or multiple teaching styles stems from certain inherent and external conditions that influence their choice. Their preference may be from externalities irrepressible to them. Given this background, this paper embarks on an analysis of preferred teaching styles such as the cooperative teaching style, direct style, and inquiry-base style used by history tutors. The descriptive research design was used with a sample size of 32 history tutors. The quantitative approach was used for the analysis of the data. The results revealed that the preferred teaching style used by history tutors falls in the areas of inquiry based approach, the coach based approach, cooperative approach and direct style which have inherent and external conditions underpinning them. The study indicate the major conditions such as the subject rationale, developmental abilities of students, number of students in classroom and lastly, the available teaching resources. Based on these findings, it is suggested that since the motives behind history tutors preferred teaching styles fall in line with the modern day way of choosing teaching styles, appropriate structures should be put in place to heighten the image of history education across countries.
Author: Edmund Selorm Sosu
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2297570080