NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ921519
Record Type: Journal
Publication Date: 2011-Jan
Pages: 4
Abstractor: As Provided
Reference Count: 7
ISSN: ISSN-0047-231X
Promoting the Development of Graduate Students' Teaching Philosophy Statements
Schussler, Elisabeth E.; Rowland, Freya E.; Distel, Christopher A.; Bauman, Jenise M.; Keppler, Mary L.; Kawarasaki, Yuta; McCarthy, Mirabai R.; Glover, Alicia; Salem, Hassan
Journal of College Science Teaching, v40 n3 p32-35 Jan 2011
Teaching philosophy statements typically improve over time with teaching experience and instructional self-knowledge. Graduate students without this experience and self-knowledge risk producing lackluster statements when applying for academic positions. This study identifies components of a biology education course that positively affected the development of eight graduate students' teaching philosophy statements.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A