Teaching philosophy statements as a vehicle for critical reflection
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Abstract
This work considers what can be gleaned from critically reflecting on several teaching philosophy statements to facilitate professional development. Specifically, three statements, written in 2015, 2019 and 2021 by the author, were investigated using qualitative reflexive thematic analysis to help identify static and dynamic themes within the different educational contexts they represent. This process helps one notice aspects of thinking and practice; the loss of subjective specificity and more articulate ideas around dialogic teaching within a social constructivist paradigm were observed. This reflective process represents a novel utility in statements already written by many educators as well as a useful process for helping professionals develop their teaching philosophies, locating their teaching within the profession, and developing as reflective practitioners.
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