The statement of teaching philosophy reflects on teachers’ growth and dedication to achieve the goal and values. Concerning philosophy, physics is the most fundamental science discipline which has ...profound philosophical implications. This article aims to discuss the importance of the teaching philosophy statement (TPS) for sustaining the teaching-learning process in the classroom. Moreover, it also includes the authors’ TPS in teaching physics. This academic paper employs the systematic literature review and narrative literature review to explain scholarly opinion regarding teaching philosophy among physics and natural sciences philosophers. Three educational implications have been discussed. First, educators need to realize that not every student wants to be a physicist, and teachers need to manage this problem. More often, the physics teachers also have to think about addressing students with different abilities in the classroom. Second, as the facilitator of the learning outcomes, the teachers must possess good character and value-laden attributes necessary for teaching. Finally, the researchers of this study provide the TPS for physics, “Let Us Think About,” and philosophical implications in teaching physics. The term of teaching philosophy may vary based on the expert who writes it and its application in the classroom (i.e., philosophy in science teaching, philosophy of physics, philosophy of science in teaching, teaching philosophy, teaching statement, and teaching philosophy statement). However, the teaching philosophy statement is the most common phrase since Beatty et al. explain the concept in the early 21st century. In addition, the finding indicates that TPS is important for developing teachers’ way of thinking in the classroom setting.
Given the urgent need for change that has become even more evident during the pandemic, it seems fitting to critically reflect on our responsibilities as scholars, educators and colleagues, ...individually and as members of a purposeful, supportive community, in facilitating a more sustainable world. We share a roundtable discussion that was part of the 13th Spanish CSEAR conference in hopes that the conversation will continue within the community regarding some of the perceived roles, opportunities and responsibilities post-pandemic. The perspectives shared are from a group of scholars at different stages in their careers, who have different profiles, and see their responsibilities differently. These individual and collective perspectives address personal and professional aspirations, the focus and purpose of research, and the role of CSEAR as we move into the future. Hopefully by sharing perspectives from different vantage points ranging from the beginning to the end of the 'academic life cycle', we can stimulate and facilitate meaningful dialogue and debate within, and about the future of, our community leading to a more resilient, active, caring, supportive, inspiring, encouraging and helpful environment and more effectively further the transition to a more sustainable world.
Crafting a teaching philosophy is required at several junctures in the careers of nursing faculty. This article presents a 4-step model for constructing a teaching philosophy composed of (a) aligning ...educational concepts, (b) building a framework for educational practice, (c) constructing a draft, and (d) reviewing and interpreting the teaching philosophy. The model guides nursing faculty to incorporate their organization's mission, personal beliefs, and educational theories into their teaching practice through their teaching philosophy.
•Dialogic interactions helped participant to crystallize her thoughts.•Dialogic interactions facilitated participant’s development of writerly voice.•Dialogic interactions helped establish a more ...peripheral role for the tutor.
This case study explores the role of dialogic interactions in a US-based Korean doctoral student’s efforts to write a statement of teaching philosophy (TPS) as part of her employment applications in science education. While previous studies have examined the role of pedagogical strategies and available resources to help students improve their statement, these approaches tend to be dispensed by field experts such as faculty members; few studies have examined methods that can be adopted by a tutor-student dyad in which the tutor must rely on the student’s knowledge and perspectives in order to help the student write and improve the statement. In this study, the participant and I (the researcher) discussed the participant’s concerns regarding her TPS drafts. Bakhtin’s (1981) concept of dialogism was employed to facilitate the participant’s attempts to write her statement. Results showed that dialogic interactions aided the participant in clarifying her thoughts through verbalization and subsequently transferring those thoughts to her writing. The interactions also facilitated the participant’s efforts to infuse her writing with uniqueness or individualism, a key component of the TPS.
This study investigates the content and characteristics of the cognitions of 30 Turkish English-as-a-foreign-language preservice teachers as manifested in their teaching philosophy statements. The ...study showed that the preservice teachers’ cognition was focused on both the pedagogical (teaching-learning and language teaching methods) and the personal and interpersonal (learners’ and teachers’ roles and the relationship between them) aspects of teaching and was characterized by high idealism and naïveté, but they also demonstrated a certain level of awareness of the future contexts in which they would be teaching. Although their past experiences significantly shaped their cognition, they found that their current teacher education program helped them develop a critical view of these experiences.
PDF
