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ERIC Number: EJ1085637
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
The Teaching Philosophy: An Opportunity to Guide Practice or an Exercise in Futility?
Stribling, Stacia M.; DeMulder, Elizabeth K.; Barnstead, Sandra; Dallman, Laura
Teacher Educators' Journal, v2015 p37-50 Fall 2014-Win 2015
This conceptual essay explores the role a teaching philosophy plays in the experiences of K-12 classroom teachers who are firmly established in a school context. We draw on our experiences as in-service teacher educators and K-12 teachers to examine the extent to which teachers make decisions that are grounded in a well-thought out and clearly articulated belief system about teaching and learning. We argue that there are often tensions and disconnections between teachers' fundamental beliefs about teaching and learning and the realities of current mandates and imposed expectations.
Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia
Grant or Contract Numbers: N/A