Teaching Philosophy Signature Assignment- Brianne Taylor
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Feb 20, 2024
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Personal Teaching Philosophy Brianne Taylor
Master of Science Nursing Education, United States University
MSN 530: Curriculum Development and Teaching Strategies
Dr. Deborah Silverman
December 18, 2023
I believe that both teaching and nursing are gifts to be shared with others. I believe that teachers and students should work together on a path to continuous growth, listening, and intentional reflection. In my role as educator, I embrace students’ varying learning styles, adapt, and meet them right where they are on their learning path to help them reach their personal education goals. The learning environment or space is created to be a place where students can learn, develop skills, and be provided with opportunities to correct errors and improve. It should be a space that is safe, accommodating, engaging, and encouraging. Students should be supported and
afforded with ongoing opportunities to experience learning in varying ways. There are four main types of learning environments: learner-centered/student centered, knowledge-centered, assessment-centered, and community-centered (Dörnyei & Muir, 2019). As
an educator, my preference is to utilize the best parts of all four learning spaces to foster the best learning environments for my students. In the student-centered learning space, the focus is primarily on the student. Methodology utilized in this type of learning space includes project-
based, problem-solving, and case-based learning (Choi et al., 2019). The student-centered learning space allows to students to take on more of a leadership role and responsibility for the direction of their education. This approach can lead to students developing a higher level of independence, motivation, better problem-solving skills, and retention (Choi et al., 2019). An additional benefit to this type of learning space in that students are exposed to multiple viewpoints from other students when studying a particular topic. Each student is exposed to other
students’ ideas, challenges, and interests and this can also increase the student's understanding of the topic. The environment is accommodating in that students are allowed to learn at their own pace. It is also a great way to establish an encouraging learning environment because the
educator still plays a vital role in being the one responsible for nurturing and guiding students along their unique learning path.
The knowledge-centered learning environment is a space where the educator attempts to connect learning concepts to real-world experiences, in effort to increase engagement and further
deepen the learner’s understanding of the topic of study (Dörnyei & Muir, 2019). Here, problem-
solving is utilized to further solidify the student’s comprehension. Assessment-centered learning environments focus on the educator providing the student with ongoing feedback through assignment comments, quick knowledge checks, and/or formal testing (Dörnyei & Muir, 2019). Community-based learning environments focus on collaboration with the community to create learning experiences for the students such as apprenticeships. Aspects from all of the aforementioned learning environments should all be utilized to develop the most engaging and effective learning space for students. Benner’s novice to expert theory supports my philosophy of teaching and learning because it applies to both the educator and the student. New nurse educators begin as novice educators and through a process of continuous learning and self-reflection, the nurse educator can progress along the stages toward expert (Murray et al., 2019). The same applies to students and it is the educator’s role to guide students along that path at their own pace. Henderson’s Nursing Need Theory is also applicable to my philosophy of teaching and learning because it focuses on the importance of prioritizing the patient’s or in this case, the learner’s independence so as to optimize and shorten the time the student is dependent on the educator (Murray et al., 2019). This is in alignment with the student-centered learning environment and my philosophy of learning, fostering an environment that encourages the student to take more responsibility for his or her educational path direction.
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I believe that there is a shared responsibility between the instructors and students in the learning environment. Teachers are primarily responsible for imparting knowledge, providing knowledge and support, and making sure that students gain an understanding of the information presented (Carless & Winstone, 2020). Learners share in the responsibility of their education. They are responsible for making sure that they are motivated, engaged, and communicate their needs to the instructor. Students should maintain a level of individual accountability for their decisions regarding their education. Being responsible for one’s education, can help develop self-esteem in students and is essential for educational growth and ultimate success (
Student Perceptions of Responsibility for Their Own Learning and for Supporting Peers’ Learning in a Project-based Learning Environment
, 2019).
There can be many obstacles for teachers when developing the best learning environment. Some examples of these obstacles include a lack of funding, burnout, pressure from school and institutional leadership, and lack of motivation from the students. Teachers must
come up with unique and innovative ways to combat these challenges and ensure that students receive the most effective education possible. Factors that can enhance the teaching and learning experience are instructor motivation and passion for the subject matter, an instructor with a high level of confidence, instructor’s ability to perform self-reflection, actively listen and respond to students and their needs, and a sense of fairness and transparency (Munna & Kalam, 2021). All these factors can contribute to establishing the most beneficial learning environment for both students and instructors.
In conclusion, my belief is that having the gift to be a teacher and a nurse is meant to be shared with others. Teachers and students must seek to learn from each other and fulfill their unique roles in the educational process in tandem with each other. When educators support and encourage their students, students can be free to reach their fullest potential.
References
Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education
, 28
(1), 150–163. https://doi.org/10.1080/13562517.2020.1782372
Choi, J., Lee, J. H., & Kim, B. (2019). How does learner-centered education affect teacher self-
efficacy? The case of project-based learning in Korea.
Teaching and Teacher Education
,
85
, 45–57.
https://doi.org/10.1016/j.tate.2019.05.005
Liu, W. C., Kong, L. C., Wang, J., Kee, Y. H., Ng, B. C., Lam, K., & Reeve, J. (2023). A qualitative study into the personal factors influencing secondary school teachers’ motivating styles. Frontiers in Psychology
, 14
. https://doi.org/10.3389/fpsyg.2023.1127090
Munna, A. S., & Kalam, A. (2021). Teaching and learning process to enhance teaching effectiveness: literature review. IJHI (International Journal of Humanities and Innovation)
, 4
(1), 1–4. https://doi.org/10.33750/ijhi.v4i1.102
Murray, M., Sundin, D., & Cope, V. (2019). Benner’s model and Duchscher’s theory: Providing the framework for understanding new graduate nurses’ transition to practice. Nurse Education in Practice
, 34
, 199–203. https://doi.org/10.1016/j.nepr.2018.12.003
Student perceptions of responsibility for their own learning and for supporting peers’ learning in
a project-based learning environment
. (2019). International Journal of Teaching and Learning in Higher Education. https://files.eric.ed.gov/fulltext/EJ1224347.pdf
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