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Teaching style beliefs among U.S. and Israeli faculty
Linda S Behar-Horenstein1, Gail S Mitchell, Netta Notzer
1University of Florida, Department of Educational Administration and Policy, P.O. Box 117046, Gainesville, FL 32611-7046, USA. Lsbhoren@ufl.edu
Journal of Dental Education
|August 10, 2006
Summary
US and Israeli dental faculty showed similar beliefs in teacher-centered versus student-centered teaching. However, US faculty reported greater use of student-centered assessment methods compared to their Israeli counterparts.
Area of Science:
- Dental Education
- Pedagogy
- Comparative Education
Background:
- Teacher-centered teaching emphasizes instructor expertise and passive student learning.
- Student-centered teaching promotes active knowledge construction and critical thinking.
- Understanding cross-cultural differences in teaching beliefs is crucial for global dental education.
Purpose of the Study:
- To compare self-reported teaching style beliefs between U.S. and Israeli dental school faculty.
- To investigate differences in teacher-centered (TC) and student-centered (SC) practices.
- To analyze variations in specific teaching domains: methods of instruction (MI), classroom milieu (CM), use of questions (UQ), and use of assessment (UA).
Main Methods:
- Utilized the Teaching Behavior Preferences Survey (TBPS), a 30-item instrument measuring TC and SC domains.
- Surveyed 47.37% of U.S. dental faculty and 88% of Israeli basic science dental faculty.
- Compared responses between U.S. and Israeli faculty groups.
Main Results:
- No significant differences were found in overall student-centered and teacher-centered teaching practices.
- No significant differences emerged in methods of instruction, classroom milieu, or use of questions.
- A significant difference was observed in the use of assessment, with U.S. faculty reporting higher preference for student-centered assessment.
Conclusions:
- While core teaching beliefs are similar, U.S. and Israeli dental faculty differ in their reported approach to student assessment.
- These findings highlight potential cultural influences on specific pedagogical tools within dental education.
- Further research can explore the implications of these assessment differences on student learning outcomes.
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