Personal Teaching Philosophy
Theoretical Underpinnings of my Teaching Philosophy
My teaching philosophy draws upon the theories of constructivism, particularly social constructivism, which was developed by Lev Vygotsky. With regard to constructivism learning theory, the role of the learner is mainly to assimilate the information presented by the teacher; in this regard, the learner is perceived as an active maker of meanings and the teacher having the role of engaging in dialogue with the learner and understanding the meaning that learner has created in order to ensure that it corresponds to the understanding of the teacher (Vygotsky, 1978). This theory proposes the need for joint efforts between the teacher and the learner in constructing new meanings. Social constructivism places emphasis on how understandings and meanings are constructed through social encounters. Other facets of constructivist theory include: self-discovery is an essential part of learning; students have to make decisions basing on their sense of identity and individual values; knowledge is viewed as the means to an end rather than being the end itself; knowledge is based on the based on the learner’s mental construct of a given concept that they interpret themselves; and that truth is relative.
Conceptualization of Teaching
According to my teaching philosophy, I believe that instructors should play the role of a facilitator rather than a teacher. A teacher focuses on giving a didactic lecture that addresses the topical matter whereas a facilitator assists the student to get his own understanding of the subject matter. When an instructor plays the role of a teacher, the learner tends to be passive; however, when the instructor acts as a facilitator, the learner is active in the learning. Therefore, teaching is learner-centered and not instructor-centered (Vygotsky, 1978). During teaching, a facilitator asks, provides support, gives guidelines and forms an environment where the learner can derive his/her own conclusions; this is contrary with the role of a teacher, which is to give a lecture and provide answers basing on the set curriculum.
Furthermore, teaching takes into consideration the fact that learners need more time o constructing a concept; therefore, better retention of knowledge requires instructors to teach fewer topics at a time. In addition, I conceptual effective teaching as one that involves hands-on activities, wherein learning by doing is the teaching mode. Instructors should also design assignments and activities to facilitate problem solving and act as a facilitator by providing support during the start of the learning proves and gradually reducing the support when learners begin assuming responsibility and increase their ability and competence (Taber, 2011).
Conceptualization of Learning
According to my teaching philosophy, learning should be innovative, creative and self-directed. I believe that the main goal of education is to ensure that the learner becomes innovate and creative through synthesis, conceptualizations and analysis of previous experiences in order to develop new knowledge. The fundamental assertion is that learners make use of previous and current experiences to develop knowledge; in this regard, education is life itself and not just a preparation for it. In addition, I believe that the learner has a greater responsibility for learning when compared to teachers; this is because the theoretical underpinning of my teaching philosophy (social constructivism) places emphasis on the significance of the learner playing an active role in the learning process (Taber, 2011). As an educator, I play a passive role; possibly, my role could entail just observing while the student direct and focus the learning process. In this regard, learners are supposed to work as a team and all participate in the learning process although not in a competitive manner. In addition, the motivation for learning from the learner is essential for the learning process to be successful. Motivation for learning is determined by the level of the learner’s confidence with regard to his/her potential for leaning. Learners need to feel and believe that they are competent in solving new problems. After completing challenging exercises, learners can attain the motivation and confidence needed to complete more challenging tasks.
I also perceive learning as an active and social process in the sense learning should enable students to discover new facts, concepts and principles on their own. As a result, intuitive thinking and guesswork is highly encouraged in the learning process. By perceiving learning as a social process, I believe that learning entail students sharing their individual points of view, which leads to learners understanding together, something that would not be possible if leaning takes place at individual level (Taber, 2011).
It is imperative that the design of the learning environment should both challenge and encourage learner thinking. The main goal of the learning process is to ensure that the learner develops into an effective thinker.
Goals for my Students
I expect my learners to demonstrate critical thinking
Critical thinking is needed for learners to be actively involved in the learning process. Learners who think critically are likely to pose questions when the information presented to them does not concur with their understanding.
I expect my students to be able to apply the knowledge acquired in the classroom in the real world context
Learners having a deep understanding of the subject matter are able to address real world problems in specific scenarios.
Students should demonstrate innovation, creativity and self-discovery
Creativity and innovation will help learners devise original ways to solve problems. Active learning requires learners to pose thought-provoking questions.
Students must demonstrate confidence during the learning process
Confident learners have to be willing to take part in class activities and offer new ideas even when they are unsure.
Implementation of my Teaching Philosophy
My teaching philosophies draw upon the constructivist theory, which bases on the view that learning is effective by deploying a hands-on approach. In this regard, I anticipate my learners to learn through experimentation, and making their own conclusions, discoveries and inferences. Fundamentally, I believe in constructivist teaching in the sense that learning is only effective when the students play an active role in constructing knowledge and meaning rather than just receiving information passively. The following are the features of a classroom/teaching environment:
Active involvement of learners;
A democratic learning environment;
Interactive activities that are student-centered;
The instructor facilitates the learning process and encourages learners to be autonomous and responsible.
Students working in groups and that knowledge and learning are dynamic and interactive;
Focus on the communication and social skills of learners including exchange of ideas and team work
Classroom activities such as experimentation, research projects, field trips and discussions among learners
The main roles of facilitators include modeling, coaching and scaffolding;
Personal Growth Plan as a Nurse Educator
As a nurse educator, I intend to transform my passion for teaching and clinical expertise into a successful career. Nurse educators working in the classroom and in clinical practice setting has the responsibility of mentoring and preparing the future and current nurses. It is undeniable that nurse educators place a significant role in strengthening the nursing workforce, and offering the leadership required in applying evidence-based practice. In addition, nurse educators play an imperative role in the design, implementation, evaluation and revision of nursing education programs. The following is my personal growth plan:
Graduate from University
Practice in Clinical settings while preparing for the role of a nurse educator
Taber, K. (2011). Constructivism as educational theory: Contingency in learning, and optimally guided instruction. In J. Hassaskhah, Educational Theory (pp. 39-61). New York: Nova.
Vygotsky, L. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
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