| Using both quantitative research methods along with a case study approach, this study sought to demonstrate that there is no difference between the teaching style and the philosophy of an experienced teacher. A teacher with a constructivist philosophy teaches using an inquiry-based approach in the classroom. A teacher with a didactic philosophy creates a teacher-centered classroom. In the early 1990s, the two teachers of this case study participated in the SALISH research project at IUP. At that time, both of these teachers were beginning teachers. This project examined teaching style and philosophy of beginning teachers. In both cases the teachers had a very constructivist philosophy of teaching, but their style did not reflect that philosophy. Their style was very much a teacher-centered style. They were in charge of the classroom and the students had very little input into the workings of the classroom. Participating in a similar study nearly 15 years later, these teachers have adjusted both their teaching styles and philosophies.The results from this study show that after more than 10 years in the classroom, these teachers now have their teaching style and philosophy in alignment. The teachers are student-centered in both philosophy and style. |
