Ceritificate in T&L journey

Teaching comes naturally to me. With practice it gets better. I have been teaching martial arts for more than a decade and since a couple of years also in academic settings. Yet I have never asked myself what kind of teacher I am or what educational theories underpin my teaching. This academic year I have asked this question. During Teaching and Learning module I have learned a lot as a teacher and an educator. How to make a lesson plan, how to engage students, how to use and re-use digital tools sucessfully were just some of the skills that I have obtained. But the hardest part was to form a philosophy statement and to reflect on what type of teaching style corresponds with me as a teacher. A statement of teaching philosophy is a cornerstone of reflective practice in teaching and learning and a requirement of applicants to academic, teaching positions or tenure tracks. However, according to literature many candidates report that “they have never reflected on what they do when they teach and that they have never systematically written about their teaching philosophies and goals” (Schönwetter, 2002). Yet, a personal teaching philosophy is very important as the process offers an opportunity for developmental reflection (Beaty et al, 2009). A spectrum of approaches and frameworks to generate a comprehensive teaching philosophy statement can be used. A philosophy statement not only reflects personal beliefs (self) but also cultures pertinent to a particular subject (discipline) and institutional context (organisation) (Schönwetter, 2002).

1. Beatty JE, Leigh JSA, Lund Dean K. (2009). Finding Our Roots: An Exercise For Creating a Personal Teaching Philosophy Statement. Journal of Management Education. 33(1):115-130. doi:10.1177/1052562907310642
2. Schönwetter, D.J., Sokal, L., Friesen, M. & Lynn Taylor K. (2002) Teaching philosophies reconsidered:A conceptual model for the development and evaluation of teaching philosophy statements, International Journal for Academic Development, 7:1, 83-97, DOI:10.1080/13601440210156501