Download full text
Download full text
ERIC Number: EJ1150506
Record Type: Journal
Publication Date: 2017-Jul
Abstractor: As Provided
Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates
Caukin, Nancy G.; Brinthaupt, Thomas M.
International Journal for the Scholarship of Teaching and Learning, v11 n2 Article 18 Jul 2017
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.
Descriptors: Preservice Teachers, Faculty Development, Preservice Teacher Education, Educational Philosophy, Teacher Education Programs, Undergraduate Students, Field Experience Programs, Residential Programs, Communities of Practice, Problem Based Learning, Surveys
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: firstname.lastname@example.org; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A