A statement of teaching philosophy is not just a personal declaration on teaching meant for prospect

  

A
statement of teaching philosophy is not just a personal declaration on
teaching meant for prospective employers. In addition to defining your
personal beliefs and ideals about teaching, it is a living document that
changes as your experience deepens and your beliefs and ideals evolve.
It can also act as the foundation for your professional purpose. In
writing your statement of teaching philosophy, consider your
understanding of yourself as an instructor, the student perspective and
experience, and how you fit into the profession of teaching psychology.For
your Teaching Portfolio Assignment, describe your teaching philosophy
using the Statement of Teaching Philosophy template provided in the
Learning Resources (ATTACHED BELOW). Your paper should be 4 pages long in APA format.
Your philosophy should include the following:An explanation of your conceptualization of learningAn explanation of your conceptualization of teachingAn explanation of your goals for studentsAn explanation of how you plan to implement your philosophyAn explanation of your professional growth planBe
sure to include any other components not listed in the template but
addressed in this week’s Discussion that you deem important to your
statement of teaching philosophy.Also cite all references used in the development of your statement of teaching philosophy using APA format.ReadingsStavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.Chapter 18, “Developing an Online Teaching Philosophy” (pp. 241–243)Svinicki, M., & McKeachie, W. J. (2014). Vitality and growth throughout your teaching career. InMcKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 331–337). Belmont, CA: Wadsworth.University
Center for the Advancement of Teaching. (n.d.). Guidance on writing a
philosophy of teaching statement. Retrieved March 22, 2013, from http://ucat.osu.edu/read/teaching-portfolio/philosophy/guidanceWeinberg, A. S. (2002). The university: An agent of social change? Qualitative Sociology, 25(2), 263–272.Retrieved from the Walden Library databases.Yorio,
P. L., & Ye, F. (2012). A meta-analysis on the effects of
service-learning on the social, personal, and cognitive outcomes of
learning. Academy Of Management Learning & Education, 11(1), 9–27.Retrieved from the Walden Library databases.
psyc_8762_psyc_6766_week09_statementofteachingphilosophytemplate.doc

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Statement of Teaching Philosophy Template
Based upon (Chism, 1998), “Developing a Philosophy of Teaching Statement,”
See for additional guidance: http://ucat.osu.edu/read/teaching-portfolio/philosophy/guidance
© 2013 Laureate Education, Inc.
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Title
Your name
© 2013 Laureate Education, Inc.
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1. Conceptualization of learning
Ask yourself such questions as “What do we mean by learning?” and “What happens in a
learning situation?” Think of your answers to these questions based on your personal experience.
Chism (1998) points out that some teachers have tried to express and explain their understanding
of learning through the use of metaphors because drawing comparisons with known entities can
stimulate thinking, whether or not the metaphor is actually used in the statement. On the other
hand, most instructors tend to take a more direct approach in conceptualizing learning, i.e., they
describe what they think occurs during a learning episode, based on their observation and
experience or based on current literature on teaching and learning.
© 2013 Laureate Education, Inc.
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2. Conceptualization of teaching
Ask yourself questions such as “What do we mean by teaching?” and “How do I facilitate this
process as a teacher?” Chism (1998) suggests that personal teaching beliefs as to how the
instructor facilitates the learning process would be appropriate for this section. Again, the
metaphor format can be used, but a common practice is a more direct description of the nature of
a teacher with respect to motivating and facilitating learning. Along with the questions above,
you may also address such issues as how to challenge students intellectually and support them
academically and how the teacher can respond to different learning styles, help students who are
frustrated, and accommodate different abilities. Furthermore, you may talk about how you, as a
teacher, have come to these conclusions (e.g., through past experience as a student or teacher, or
as a result of reading the literature or taking classes).
© 2013 Laureate Education, Inc.
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3. Goals for students
This section should entail the description of what skills you, as the teacher, expect your students
to obtain as the result of learning. You may address such issues as what goals you set for your
classes, what the rationale behind them is, what kind of activities you try to implement in class in
order to reach these goals, and how the goals have changed over time as you learn more about
teaching and learning. For instance, you can describe how you have expected students to learn
not only the content but also skills such as critical thinking, writing, and problem solving,
followed by elaboration on how you have designed/planned individual sessions toward
accomplishing the goals.
© 2013 Laureate Education, Inc.
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4. Implementation of the philosophy
An important component of the statement of a teaching philosophy should be the illustration of
how your concepts about teaching and learning and goals for students are transformed into
classroom activities. Ask yourself, “How do I operationalize my philosophy of teaching in the
classroom?” and “What personal characteristics in myself or my students influence the way in
which I approach teaching?” To answer these questions, you may reflect on how you present
yourself and course materials; what activities, assignments, and projects you implement in the
teaching-learning process; how you interact with students in and outside class; and the
consequences.
© 2013 Laureate Education, Inc.
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5. Professional growth plan
It is important for teachers to continue professional growth; and to do so, teachers need to set
clear goals and means to accomplish these goals. Think about questions such as “What goals
have I set for myself as a teacher?” and “How do I accomplish these goals?” You can elaborate
this plan in your statement of teaching philosophy. For instance, you can illustrate how you have
professionally grown over the years, what challenges exist at the present, what long-term
development goals you have projected, and what you will do to reach these goals. Chism (1998)
suggests that writing this section can help you think about how your perspectives and actions
have changed over time. Consider professional conferences that might help your growth.
© 2013 Laureate Education, Inc.
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References
© 2013 Laureate Education, Inc.
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