The comparison of students and educators preferred teaching styles in teacher educating centres

Regarding the importance of the educational style in the course of student teacher education and its future educational method, this research aims to develop the preferred educational style of teachers and students and their educators in active and inactive educational style of teacher Shahid of teacher education center It aims to investigate. Hashhemi Nejad Teacher Education Center in Mashad, Iran. Using Morgan's official, 85 people (including 9 educators and 76 student teachers) were randomly selected from 70 center educators and 200 student teachers (N = 270 ). They were asked to fill in the "priority guidance style questionnaire". The questionnaire included 39 Likert-type projects on active and inactive teaching styles. The result shows that there is no big difference in the tendency of student teachers and educators toward active and inactive teaching methods. These two groups have relatively similar views on the components of active and inactive teaching styles and both groups tend to be aggressive in teaching style and inactive teaching style . Then, we need some motivating factors to develop a positive teaching style.

Initially American education and Chinese education were taught in different ways. Chinese teachers prefer students to listen carefully. Under normal circumstances, students can not question before completing the course. Also, there are few group discussions with classmates in the Chinese class. However, American teachers want students to actively participate in classroom activities. There is more exchange in the American curriculum. In my case, my tutor always asked me to discuss and cooperate with another classmate.

Regarding the importance of the educational style in the course of student teacher education and its future educational method, this research aims to develop the preferred educational style of teachers and students and their educators in active and inactive educational style of teacher Shahid of teacher education center It aims to investigate. Hashhemi Nejad Teacher Education Center in Mashad, Iran. Using Morgan's official, 85 people (including 9 educators and 76 student teachers) were randomly selected from 70 center educators and 200 student teachers (N = 270 ). They were asked to fill in the "priority guidance style questionnaire". The questionnaire included 39 Likert-type projects on active and inactive teaching styles. The result shows that there is no big difference in the tendency of student teachers and educators toward active and inactive teaching methods. Then, we need some motivating factors to develop a positive teaching style.