Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates

Abstract

Most new teachers are expected to develop a teaching philosophy statement (TPS). In the present paper, we describe some of the major functions of a TPS and how it can be beneficial to the professional development of teacher candidates. We then describe a case example of a Residency I program and how the features of that program help teacher candidates write an effective TPS. Seventy-three senior-level teacher candidates at a large public, comprehensive southeastern U.S. university participated in the study. At the end of their Residency I semester, they completed a survey in which they rated the importance and influence of the different program components on their TPS. It was determined that most of the curricular aspects promoted deep thinking and reflection on beliefs about teaching. Features that had the greatest impact on teacher candidates' teaching philosophy are discussed as well as implications for the findings. Most new teachers are expected to develop a teaching philosophy statement (TPS). In the present paper, we describe some of the major functions of a TPS and how it can be beneficial to the professional development of teacher candidates. We then describe a case example of a Residency I program and how the features of that program help teacher candidates write an effective TPS. Seventy-three seniorlevel teacher candidates at a large public, comprehensive southeastern U.S. university participated in the study. At the end of their Residency I semester, they completed a survey in which they rated the importance and influence of the different program components on their TPS. It was determined that most of the curricular aspects promoted deep thinking and reflection on beliefs about teaching. Features that had the greatest impact on teacher candidates' teaching philosophy are discussed as well as implications for the findings. Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates

Teaching Philosophy Statements

“…Many studies focusing on preservice and current elementary and secondary school teachers have drawn on Beatty et al’s work. For example, two studies have examined the use of a teaching philosophy as a professional development tool for school teachers (Caukin & Brinthaupt, 2017; Thomas, 2018). Others have investigated school teachers’ philosophical beliefs as espoused in their teaching philosophy statements (Alvarez et al, 2019; Mnguni et al, 2020).…”

The Views of Special Education Teacher Candidates on the Educational Philosophy Course

“…Ayrıca öğretmen adaylarının benimsedikleri felsefeler mesleki yaşamlarında nasıl bir tutum içerisinde olacakları konusunda fikir verebilir. Çünkü çoğu yeni öğretmenin bir öğretim felsefesi geliştirmesi beklenmektedir (Caukin & Brinthaupt, 2017). Bu gereksinim doğrultusunda, araştırmada özel eğitim öğretmen adaylarının eğitim felsefesi dersine ilişkin görüşlerini almak ve benimsedikleri felsefi tercihlerin neler olduğunu belirlemek amaçlanmıştır.…”

Preparing Academics to Teach: Example of a Structured Method of Preparing Doctoral Students in Business Programs to Teach

“…Moreover, teaching philosophies can serve as guiding principles, over time, to promote authenticity of the teacher (Beatty et al, 2009b). The beliefs educators hold regarding the roles of students and faculty in the classroom, their perceptions of the connection between teaching and learning, and their goals and values as educators, which are all detailed in the teaching philosophy, ultimately affect how they teach (Beatty et al, 2009b; Caukin & Brinthaupt, 2017).…”

“…Throughout the course, students are challenged on their perceptions of their role as a teacher and are encouraged to critically evaluate their values in order to refine their ability to effectively reflect on their teaching practices. Although the approach to developing this reflective ability in the doctoral teaching seminar is more informal, scholars have identified a number of formal methods to help educators tease out their own teaching philosophies using card sort activities (Beatty et al, 2009a) or through a scaffolding process beginning with I believe statements (Caukin & Brinthaupt, 2017). Setting a precedent for critical reflection indicates that it is an activity worth spending time on in one’s career and sets the stage for continued improvement.…”

“…Additionally, they are also provided with feedback on their “Teaching Philosophy” and what should be included in the “teaching” packet part of their job application material, before the end of the course (e.g., Beatty et al, 2009a; Ouellett, 2007). By the end of the course, students are expected to produce a teaching philosophy statement that properly addresses a number of areas, including why they teach, their goals and values regarding education, the connection between teaching and learning, their perception of the roles of teachers and students in the classroom, and the rationale for their teaching methods (Beatty et al, 2009b; Caukin & Brinthaupt, 2017). By reflecting on and formalizing their teaching philosophy throughout the course, doctoral students are better prepared for the classroom as well as their future job search.…”