THE TEACHING PHILOSOPHY OF A TEACHER AND ITS IMPACT ON THE TEACHING LEARNING PROCESS: AN OVERVIEW (original) (raw)
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International Journal for Academic Development, 2002
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The Teaching Philosophy: An Opportunity to Guide Practice or an Exercise in Futility?
2015
This conceptual essay explores the role a teaching philosophy plays in the experiences of K-12 classroom teachers who are firmly established in a school context. We draw on our experiences as inservice teacher educators and K-12 teachers to examine the extent to which teachers make decisions that are grounded in a well-thought out and clearly articulated belief system about teaching and learning. We argue that there are often tensions and disconnections between teachers’ fundamental beliefs about teaching and learning and the realities of current mandates and imposed expectations.
In the following description, I will try to say about my thinking about teaching in our country.I add the word " developing " because I believe that as a novice teacher, I am beginning to realize my own pre-existing beliefs and values regarding education and teaching as I formally acquire the theoretical and pedagogical foundations of the teaching profession itself. Each new course, reading, and discussion has potential to influence my philosophy of teaching. Therefore, instead of discussing my " personal philosophy of teaching " , perhaps I should discuss my " dynamic philosophy of teaching ". I have decided to divide my philosophy into sections that seem somewhat logical to me. I will begin by discussing my personal experiences as a learner in the public education system and as a lifelong learner, and how my experiences have shaped my philosophy of teaching and learning. Next I will address my developing theoretical views of teaching and learning in general. Following theory, I will highlight some of my opinions regarding
My Teaching and Learning Philosophy
OALib, 2015
The teaching learning journey is a dynamic, continuous and challenging process. It is beyond the boundaries to what we learn in schools in our initial years of life. We learn from our environment, positive and negative past experiences, and from the people with whom we interact. It is the teacher who brings an enormous impact on shaping the personality of the learners. Every classroom presents a unique community of learners that vary not only in abilities, but also in learning styles. It is the teacher who provides students with the necessary tools to develop their knowledge and skills and facilitates them to think critically. In addition, when the positive learning atmosphere is coupled with innovative teaching and learning strategies, creates environment conducive for critical and lifelong learning. This paper will highlight on my teaching philosophy under diverse spheres of student, teachers, teaching and learning cycle and the learning environment, and how combined phenomena can foster lifelong learning among learners.
ETH Learning and Teaching Journal, 2020
What influences the teaching philosophy of teachers from universities of teacher education the most? Is it theory? Professional development? Experience and personal beliefs? Articulating a teaching philosophy allows a reflection on one's identity as a teacher and guides behaviour by codifying a set of principles by which a teacher acts (Goodyear and Alchin, 1998). This is a means for university teachers to share their developed values, principles and practices. In this study, we provide insights on teaching philosophy statements from academics of an international network. For its analysis, the conceptual framework of Schönwetter et al. (2002) is used as a reference for looking at seven dimensions (purpose of teaching and learning; role of the teacher; role of the student; methods, and assessment) and two framing devices (critical incidents and acknowledgement of contextual factors). Such insights reassured us on the appropriateness of writing teaching philosophies for professional development purposes.
Personal Philosophy of Teaching
Introduction to Teaching as a Profession EDLS 300 PERSONAL PHILOSOPHY OF TEACHING 2 Abstract As a teacher who believes in the importance of elementary education, I provide my personal philosophy of teaching to offer a general understanding of my beliefs in education and learning in an elementary classroom setting. First, understanding each student's varying home situations establishes an overview of what the student may need in a school environment. I believe restorative approaches in every school setting paired with modeled classroom management policies will encourage and develop positive relationships to address conflict appropriate to the misbehavior. Using the Whole-Child approach, I will use differentiated instruction, multiple intelligences, and technology to provide a resourceful education in a 21st century classroom.
Philosophy of Teaching (1997 to the Present)
October, 2019
Teaching is the art of learning. 1.1 Learning is the acquisition of methods. 1.2 Methods are the means to solve problems. 2.0 The teacher's method is the art of the question. 2.1 A question is a burden. 2.2 Learning is a process of overcoming a series of increasingly difficult burdens. 3.0 Teaching is an act of devotion. 3.1 A teacher must never abandon students to the harsh difficulties of learning. 3.2 The teacher shares the burdens of learning with the students. 4.0 Learning is both painful and enjoyable. 4.1 The teacher must protect students from undue pain and undue enjoyment. 4.2 Learning is neither a cruel exercise nor a crude entertainment. 5.0 Learning is the joining of ideas to actions. 5.1 The teacher teaches that every action is the cause of an idea. 5.2 The teacher provides neither the idea nor the action. 5.3 The teacher provides the mediation between the idea and the action. 6.0 The teacher teaches learning. 6.1 Learning teaches the students. 6.2 Learning teaches the teacher to teach.