Teachers' modeling advantage and their modeling effects on college students' learning styles and occupational stereotypes: a case of collaborative teaching in technical courses.
In this study, modeling advantage that depicts the likelihood of a teacher model being imitated by students over other competing models in a particular class was developed to differentiate the rival modeling of two kinds of teachers (the technical teachers vs. the lecturing teachers) between college students' learning styles and occupational stereotypes in the collaborative teaching of technical courses. Results of a one-semester longitudinal study indicated that the students perceived a greater modeling advantage of the technical teachers than that of the lecturing teachers. Both the students' learning styles and occupational stereotypes were in accordance with those teachers as their role models. In general, the impact of the teachers' learning styles and occupational stereotypes on students appeared to be mediated by the teachers' modeling advantage. Administrators and curriculum designers should pay attention to the fact that the technical teachers appeared to exhibit greater modeling effects than the lecturing teachers in collaborative teaching.
Chiou
Wen-Bin
WB
General Educational Center, National Kaohsiung Hospitality College, Taiwan, Republic of China.
Yang
Chao-Chin
CC
D000704:Analysis of Variance; D003142:Communication; D003299:Cooperative Behavior; D005163:Factor Analysis, Statistical; D006801:Humans; D007100:Imitative Behavior / Q000502:physiology*; D007858:Learning / Q000502:physiology*; D008137:Longitudinal Studies; D009790:Occupations / Q000706:statistics & numerical data*; D010465:Perception / Q000502:physiology; D024382:Professional Role / Q000523:psychology; D012933:Social Identification; D013240:Stereotyping; D013334:Students / Q000523:psychology*; D013624:Taiwan; D013663:Teaching / Q000379:methods*; D014495:Universities