Resumo

SOUZA, Jerson Sandro Santos de  e  MASCARENHAS, Suely Aparecida do Nascimento. Teaching styles: definitions, characteristics, and possibilities for teacher education. Rev. Diálogo Educ. [online]. 2023, vol.23, n.78, pp.1291-1307.  Epub 04-Out-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.078.ao02.

This article presents and analyzes the main findings of studies based on the concept of teaching style to discuss the relevance and implications of this construct for teacher education. A bibliographic research was carried out, highlighting writings by Dunn and Dunn (1979), Fischer and Fischer (1979), Conti (1985), Mosston and Ashworth (2008), Grasha (1994), Heimlich and Norland (2002), Geijo (2009), Banas (2013) and Portilho et al. (2017), who sought to discuss the limits and possibilities of this concept, and its impacts on the teaching-learning process. Definitions, elements, and characteristics of teaching styles are presented, in addition to some of their typologies and evaluation forms. The studies indicate several typologies, each depending on the main objective of the research in question. Some authors support aligning teachers' teaching with students' learning styles, while others argue for the need for constructive friction between styles. The investigation also indicates that teaching styles impact students' performance, attitudes, and behaviors, and help to understand how teachers' beliefs and values interfere with their teaching behaviors. The paper concludes by arguing that teaching styles can be expanded or modified through a collaborative reflection process and that this construct can be seen as an important variable to be considered in the teacher education process.

Palavras-chave : Teaching styles; Teacher education; Teaching-learning process..

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