The College of Education for Humanities in the Department of Educational and Psychological Sciences discussed a master's thesis on methods and their relationship to thinking patterns among faculty members in the colleges of education at the University of Basra. The thesis presented by the researcher (Hadeel Adel Ashour) aimed to identify the teaching methods most used by faculty members in the colleges (Education for Humanities, Education for Pure Sciences, Education for Girls, and Education for Qurna) and to identify their thinking patterns and whether there is a correlation between the teaching methods of professors and their thinking patterns. The thesis included a sample of 126 teachers distributed over four colleges (College of Education for Humanities, Education for Pure Sciences, Education for Girls, and Education for Qurna). The researcher prepared a scale for teaching methods consisting of (56) paragraphs distributed over eight fields, each field has seven paragraphs. As for thinking, the researcher adopted the Sternberg and Wagner scale (1992) translated by Al-Ibrahimi (2012), which consisted of 65 paragraphs distributed over 13 fields, each field has 5 paragraphs. The researcher concluded: The dominance of the direct method is due to the weakness of the available educational technologies and means, in addition to the crowding of classrooms with students, which forces the instructor to rely more on these direct methods. Some instructors tend to use direct methods because they are accustomed to them in teaching. Despite the difficulties and obstacles present within the colleges of education, we notice some instructors diversifying their teaching methods, and the diversity of thinking styles among faculty members in colleges of education. The researcher recommends: paying attention to indirect methods in all colleges with their scientific and human specializations, holding training courses on modern teaching methods, especially for new instructors, and holding training programs on developing thinking styles among faculty members, especially new instructors
