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写一份教学理念陈述(TPS) 2: Writing a Teaching Philosophy Statement 2  

2018-03-28 23:51:41|  分类: 高等教育 |  标签: |举报 |字号 订阅

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Teaching philosophy statements clearly communicate what our fundamental beliefs are about teaching and learning; why we hold these beliefs; and, how we put them into practice. Teaching philosophy statements can be used for a variety of purposes such as: job applications, as a foundational element of a teaching portfolio, within the context of tenure and promotion reviews, and for teaching award applications. Perhaps most importantly, teaching philosophy statements support our own growth and development as educators by providing us with an opportunity to reflect upon and communicate why we do what we do to support teaching and learning (Beatty et al., 2009). They provide a powerful tool to communicate our teaching and learning beliefs and approaches to ourselves, to our peers, and perhaps most importantly, to our students.

教学理念清晰地表达了我们对教学和学习的基本信念是什么;我们为什么秉持这些信念;以及我们如何将之付诸于实践。教学理念陈述可以用于多种不同的目的,包括工作申请、终身职和晋升评价以及教学奖申请里作为教学档案的基本要件之一,以及教学奖申请。或许最为重要的是,教学理念陈述可以通过为我们自身,来支持我们作为教育工作者的成长和发展或许最为重要的是,教学理念陈述支持我们作为教育者的成长和发展,为我们提供了一个思考和交流的机会,我们为什么要做这些事情来支持教学和学习(Beatty et al., 2009)。他们提供了一种强大的工具,方便我们把教学和学习的信念和方法传递给我们自己、我们的同伴,也许最重要的是传递给我们的学生。

Preparing  a teaching philosophy statement can be challenging. Although there are no hard and fast rules, teaching philosophy statements are typically presented as a 1-2 page reflective, first-person narrative. Building upon the work of Schonwetter et al. (2002), I have found it useful to communicate the structure of a teaching philosophy statement around 4 key components: beliefs, strategies, impact and goals (Figure 1).

准备一份教学理念陈述是非常有挑战性的工作。尽管没有硬性或快捷的规则,教学理念陈述通常是1-2页纸的反思性的第一人称的陈述。在肖恩韦特等人(2002)工作的基础上,我发现教学理念陈述可以从4个关键的部分来表达:信念、策略、影响和目标(表1)

TPS_Flow

 

Figure 1: Example structure for a teaching philosophy statement

表1:教学理念陈述的结构示例

Based upon this framework, the introductory section of a teaching philosophy statement summarizes your core beliefs about teaching and learning, and describes why you hold these beliefs based on personal experience, and scholarly literature related to teaching and learning in higher education. The next section provides an overview of specific strategies that you use in your practice that actively demonstrate and align with these beliefs. The final sections highlight the impact that your teaching and learning approaches have had on yourself and others (e.g. students and colleagues). This section may also highlight the methods you use to assess and evaluate your teaching. Finally, the concluding section most often summarizes your key beliefs, and highlights your goals and commitment to continuous growth and improvement. Table 1 provides a further break down of each of these sections with some guiding questions for further reflection.

基于这一框架,教学理念陈述的介绍部分通常总结您的核心教学理念,描述您是如何在个人经验的基础上持有这些理念的,以及大学教学学术文献。第二部分提供一个具体策略的概要,你在实践中是如何积极呈现这些理念并与其保持一致。最后部分强调的是您的教学方法对自己和他人的影响(如学生和同事)。这部分也可以强调您所运用于您的教学的评估和评价方法。最后,结论部分通常总结您的关键理念,以及强调您不断成长和持续改革的目标和承诺。表1通过一些供反思的指导性问题,对每一部分分别进行了更为深入的分析。

Table 1: Key components of a teaching philosophy statement with guiding questions for reflection*

表1:教学理念陈述的关键要素,辅之以供反思的指导性问题

Philosophy Statement Components
教学理念要素
Guiding Questions
指导性问题
Beliefs about teaching and learning and post-secondary education
教学和中学后教学理念
What are my beliefs about teaching and learning in post-secondary education? Why do I hold these beliefs?   Who or what has most informed my teaching approaches? How have my beliefs been influenced by my teaching experiences and/or scholarly literature related to teaching and learning? What difference do I hope to make as a teacher? What does it mean to be a good teacher in a post-secondary context? What does good teaching look like in my discipline? What does it mean to be a good learner in a post-secondary context?
我的中学后教育教学理念有哪些?我为什么会持有这些理念?对我的教学方法最有启发的人和事有哪些?我的教学理念又是如何受我影的教学经验和(或)教学学术文献影响的呢?在中学后背景中,一名好的教师意味着什么呢?在我的学科里,好的教学应该是什么样子的呢?在中学后背景中,一名好的学生又意味着什么呢?
Teaching strategies and strengths
教学策略和优势
What teaching and learning strategies do I use? How do these strategies align with my beliefs? When have I felt most engaged and affirmed as an instructor? What are my key strengths and skills as an instructor? What am I most proud of? What sets me apart? What are some of my accomplishments as a post-secondary educator?
我都用了哪些教学策略?这些教学策略是如何跟我的理念进行匹配的?作为一名教师,您感受到自己最为投入和最受肯定的时候了吗?作为一名教师,您的强项和技能是哪些呢?什么是您最自豪的地方呢?您与众不同的地方又是什么呢?作为一名中学后教育工作者,您又取得了哪些成就呢?
Impact
影响
What difference have I made, and how do I know? What has been the impact of my approaches to teaching and learning (on me, on students, on colleagues)? What have others learned from my teaching and learning approaches? What methods do I use to evaluate my impact?
我做的哪些是与众不同的,我又是如何知道的?我教学方法产生了哪些影响(对自己、学生和同事)?他人在我的教学方式方法中 又学到些什么?我是运用何种方法来评估我的影响的?
Future Goals
未来目标
How will I continue to develop, grow, and improve as an educator? What interests me most about teaching in post-secondary education? What are my future goals and aspirations as an instructor in post-secondary education?作为一名教育工作者,我将如何进一上发展、成长和改进?中学后教育教学中的哪些东西是让我最感兴趣的?作为一名中学后教育工作者,我的未来目标和抱负又是什么?

*Questions adapted from: Kearns, K.D. and Sullivan, C.S. (2011); Stavros and Hinrichs (2011); Schonwetter et al. (2002); Seldin, P., Miller, J. E., & Seldin, C. A. (2010).

In the end, there is no one way to create and/or present a teaching philosophy statement. However,  a teaching philosophy statement should provide a sense of clarity, meaning, and resonance related to why you do what you do to support student learning. They should provide an authentic representation of your educational beliefs, approaches, and impact, and continue to evolve as your experiences progress. Visit here to explore some example philosophy statements from past recipients of the University of Calgary Teaching Awards.

最后,并没有创设和呈现一份教学理念陈述的标准路径。然而,一份教学理念陈述提供的是一种清晰、有意图和有回应的感觉,它应该告诉大家您的所作所为都是与支持学生学习有关联的。他们应该提供一份关于您的教育理念、方法和影响的真实体现,并且随着经验的增长得到持续改进。想要访问以往卡尔加里大学教学奖获得者的一些教学理念陈述的样本,请点击这里。

References:参考文献

Beatty, J.E., Leigh, J.S.A., and Dean, K.L. (2009). Finding our roots: an exercise for creating a personal teaching philosophy statement.  Journal of Management Education, 33(1), 115-130.刨根问底:一项创建个人教学理念陈述的实践

Kearns, K.D. and Sullivan, C.S. (2011). Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy. Advances in Physiology Education, 35, 136-145.帮助研究生和博士后研究人员撰写教学理念陈述的资源和实践

Schonwetter, D.J., Sokal, L., Friesen, M., & Taylor, L.K. (2002). Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements. International Journal for Academic Development, 7(1), 83-97重构教育理念:教学理念陈述的发展和评价的概念模型

Seldin, P., Miller, J. E., & Seldin, C. A. (2010). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. John Wiley & Sons.教学档案袋:有效提升业绩和有效晋升/终身职决策的实践指南

Stavros, Jacqueline M, & Hinrichs, Gina. (2011). The Thin Book Of SOAR: Building Strengths-Based Strategy: Thin Book Publishing.腾飞的薄书:基于实力的战略

英文来源:http://connections.ucalgaryblogs.ca/2015/09/28/writing-a-teaching-philosophy-statement/
中文由浙江师范大学Vick Zhou整理,如有不当之处,欢迎批评指正!
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