نبذة مختصرة : Reported is a study to investigate teachers' patterns of belief related to attitudinal statements on teaching. In addition, the study investigated the relationship between teacher types as identified by their patterns of belief and certain background characteristics of those teachers. The research method employed and described in detail was the Q-methodology. The science teachers involved were from a mixture of rural and urban, junior and senior high schools, in a regional area. Data were collected from 67 teachers and analyzed using the QUANAL program. From the results and conclusions of data analysis, it was noted that three distinct science teacher types were identified. Overall Type I favored student-centered, indirect teaching behaviors. Type II favored open classroom communications along with strong discipline and small group activities. Type III favored large group activities, structure in their lessons, and flexibility and variety in classroom materials and techniques. The broad areas of behavior held most important by Type I teachers were indirectness and warmth; Type II, communication, knowledge and discipline; Type III, flexibility and communication. (EB)
ملاحظات : Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (49th, San Francisco, California, April 23-25, 1976); Tables contain light and broken type
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