How do I create a teaching and learning philosophy?
Answer
What is a teaching philosophy?
A teaching philosophy is typically an essay explaining your beliefs and values about teaching and learning. It usually includes specific examples of how you enact your beliefs in and out of the classroom. It is a chance for you to reflect on your experiences, define your core beliefs, remain focused on your goals, and remind yourself why you became an educator in the first place. It should not be thought of something that is set in stone - a teaching philosophy is dynamic and changes to reflect new experiences.
Why write a teaching philosophy?
A teaching philosophy explicitly states beliefs, values, experiences, and theories. It showcases course content, assignments, assessments, strategies, and styles you employ when educating others. It can help you grow professionally by allowing you to consistently reflect on your experiences as an educator. It allows you to truly identify the purpose of your teaching strategies and styles and allows you to self-evaluate your teaching practices.
What should I keep in mind when writing a teaching philosophy?
Your teaching philosophy should be written in the first person, avoid academic jargon, and be no longer than 2 pages. Here are some key questions you should ask yourself when creating your own teaching philosophy:
- What are my values, ideas, and assumptions about teaching and learning?
- What is the mission of my institution?
- Why do you believe what you believe about teaching and learning?
- Where did your beliefs come from?
- What theories do you utilize?
- What are the qualities of an effective educator?
- What influences have impacted you as an educator?
- Why do you teach?
- What do you teach?
- How do you teach?
- How do you measure your effectiveness?
- Who is the audience for this philosophy?
- What are my goals?
- What examples can I provide of my thoughts and beliefs in action?
Do you have any examples?
References
Bowne, M. (2017). Developing a teaching philosophy. Journal of Effective Teaching, 17(3), 59-63. https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1175767
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