16: A Research–Based Rubric for Developing Statements of Teaching Philosophy

Kaplan, Matthew; Meizlish, Deborah S.; O'Neal, Christopher; Wright, Mary C.

doi:10.3998/tia.17063888.0026.020

Cited by 5 publications

(13 citation statements)

References 1 publication

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“…Our study, focusing specifi cally on individuals from the fi eld of TESL, found some commonalities in terms of TPs' primary topics with previous research. An important way in which our fi ndings and previous research align pertains to the discussion of Teaching approaches (e.g., Teaching methods and evaluations in Schönwe er et al [2002] and Enactment of Goals in Kaplan et al [2008]). Clearly, this dimension is of utmost importance if a TP is to convey to the reader what the teacher does in the classroom.…”

Section: Discussionmentioning

confidence: 71%

“…Finally, across the two contexts, we found that TPs accounted for learners from diverse backgrounds. Kaplan et al (2008) propose several guiding questions to promote this type of refl ection. Schönwe er et al ( 2002) are less explicit but still include language that requires a discussion of learners' characteristics and how these interact with the learning environment.…”

Section: Discussionmentioning

confidence: 99%

“…To date, a number of researchers has examined the contents of TPs in higher education to identify important topics (e.g., Kaplan, Meizlish, O'Neal, & Wright, 2008;Schönwe er, Sokal, Friesen, & Taylor, 2002); however, within the fi eld of TESL, there is a paucity of research exploring the TP. Without clear, specifi c guidelines, L2 PSTs may use TPs available on the Internet as models, although PSTs may not have enough experience to determine if these are appropriate or meet their evaluators' expectations.…”

Section: Eal Teachersmentioning

confidence: 99%

“…Each sentence was read carefully and coded for a primary topic (N = 432). Drawing on Kaplan et al (2008), we began with the following possible categories: Goal for student learning, Enactment of goals, Assessment of goals, and Inclusive environments. However, upon closely examining our data, we realized that these a priori categories did not suffi ce.…”

Section: Data Coding and Analysismentioning

confidence: 99%

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Recurring Topics in English Language Teachers' Written Teaching Philosophy Statements

Payant¹,

Hirano²

2018

TESL Canada

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The present study analyzed in-service English as an additional language (EAL) teachers’ written teaching philosophy (TP) statements in order to identify the dominant topics that comprise this supporting genre, as well as the use of personal pronouns and possessive adjectives. The sample included 27 in-service EAL teachers’ TPs who were currently teaching, primarily, in the context of higher education and intensive English programs in North American settings. Each sentence was coded for a dominant topic, leading to the creation of 24 categories. To capture the unique characteristics of this genre, we created three success groups (i.e., Most successful, Successful, and Least successful) and compared their contents. Moreover, the first and last five topics for each TP for the three groups were compared, thus, establishing a pattern of opening and closing topics. Finally, we drew on corpus tools to uncover the manipulation of specific lexical features of this genre: the use of personal pronouns and possessive adjectives. The most prominent topics across the three groups included Teaching beliefs, Learning beliefs, Beliefs about learners, and Teacher growth. Differences were identified between the three groups in terms of both topics and organization. La présente étude a analysé des énoncés écrits de professeurs d’anglais langue additionnelle (ALA) en poste décrivant leur philosophie pédagogique (PP) en vue d’identifier les thèmes dominants qui composent ce genre complémentaire ainsi que l’utilisation de pronoms personnels et d’adjectifs possessifs. L’échantillon portait sur la philosophie pédagogique de 27 professeurs d’ALA en poste présentement actifs, et ce, principalement dans le contexte de l’enseignement supérieur et des programmes d’anglais intensif dans des milieux nord-américains. Chaque phrase a été codifiée en fonction de son thème dominant, ce qui a amené la création de 24 catégories. Afin de saisir les caractéristiques particulières de ce genre, nous avons créé trois catégories de succès (c.-à-d. Succès supérieur, Succès, et Succès inférieur) et en avons comparé les contenus. De plus, les premiers et cinq derniers thèmes des trois groupes portant sur chaque PP ont été comparés, ce qui a permis d’établir un schéma de thèmes d’ouverture et de fermeture. Enfin, nous avons recouru à des outils de corpus textuel pour découvrir la manipulation des caractéristiques linguistiques particulières de ce genre : l’utilisation de pronoms personnels et d’adjectifs possessifs. Les thèmes les plus importants dans les trois groupes étaient les Croyances sur l’enseignement, les Croyances sur l’apprentissage, les Croyances sur les apprenants, et le Perfectionnement professionnel des professeurs. Des différences ont été identifiées entre les trois groupes tant au niveau des thèmes qu’à celui de l’organisation.

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Section: Discussionmentioning

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Section: Eal Teachersmentioning

confidence: 99%

Section: Data Coding and Analysismentioning

confidence: 99%

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Recurring Topics in English Language Teachers' Written Teaching Philosophy Statements

Payant¹,

Hirano²

2018

TESL Canada

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“…The emergence of citizens fully conscious of their role, of their responsibilities and the stakes these represent, is an asset in face of challenges that arise. Nevertheless, requests for teaching philosophies are becoming more and more frequent in the academic market and amongst tenure and promotion committees (Bruff, 2007;Kaplan et al, 2008;and Meizlish & Kaplan, 2008).…”

mentioning

confidence: 99%

Generic Competencies and Specific Competencies among Teacher Education Institutions in Indonesia

Wahyudin¹,

Ahman²,

Rahmawati³

et al. 2021

ASIR

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The aim of this paper is to discuss and clarify the general framework of teachers’ competencies, especially on generic and specific competencies that shall be mastered by prospective TEIs in Indonesia. This study presents some empirical base data from selected Teacher Education Institutions (TEIs) in Indonesia concerning with generic competencies and specific competencies that shall be achieved by prospective teachers. In addition, the purpose of study also to have relationship between competencies and teaching philosophies implemented by individual lectures. Descriptive research is one in which information is collected without changing the environment/setting of study. Instruments used were questioners, interview, focus group discussion, and documentation study. Result shows that generic and specific competencies will be influenced by individual teaching philosophies of lecturers. They are strongly influenced and inspired by institutional teaching philosophy. Teaching philosophy is obviously translated in daily teaching learning activities in campus environment. Results also show that teacher competencies affect their values, behaviors, communication, aims and practices in school and also they support professional development and curricular studies. Thus, teachers’ competencies that will improve the teaching-learning process in school is of great importance.

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The Academic Career Readiness Assessment: Clarifying Hiring and Training Expectations for Future Biomedical Life Sciences Faculty

Clement

Dorman

McGee

2020

LSE

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16: A Research–Based Rubric for Developing Statements of Teaching Philosophy

Cited by 5 publications

References 1 publication

Recurring Topics in English Language Teachers' Written Teaching Philosophy Statements

Recurring Topics in English Language Teachers' Written Teaching Philosophy Statements

Generic Competencies and Specific Competencies among Teacher Education Institutions in Indonesia

The Academic Career Readiness Assessment: Clarifying Hiring and Training Expectations for Future Biomedical Life Sciences Faculty

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