PHILOSOPHY OF TEACHING

Philosophy of Teaching

Philosophy of Teaching

Introduction

Philosophical understanding of education is important for the logical extension of our own self at the present stage. The understanding of self-image guarantees a good future in education. The present state of philosophy can be called transitional.  Classical philosophy was worked out by a mechanism to address many educational crises. Education was a sphere of application of the basic philosophical results (Barth, 1990). Not trying to get inside the very nature of education, philosophy unfolded guidelines for setting its targets, content, design forms and methods of organization.   Along with philosophy, education changed as well. This paper explores my philosophy of education, its tenants, and its role in my teaching. The paper also presents how innovations and learning has helped me transform my philosophy of education over the time. Discussion

My teaching career started in 1994, starting at the primary level grade 4th. In 2009, I first started teaching 5th graders. Although my start in teaching was not in a traditional system, I would say that in any way I followed the pattern of the educational model focused on teaching (traditional model) for over ten years. My transition to a learning-centered model (new model of education) was when I started graduate program and became involved in a full time degree in education.

I believe that technology can contribute greatly towards education. However, technology is not its essence. For several years I have had significant experience with the use of new technologies in education (and this has impressed me with its potential). Nevertheless, I do not mean that I think technology is the key to the outstanding education. The essence of successful education focuses more on the quantity and quality of student learning, in type or improvement of teaching. Any improvement of existing education today should be focused on improving learning (Barth, 1990). That's the key.

The following are four principles that guide my philosophy professor, to consider teaching as a continuous learning process, focus on learning rather than teaching, designing my education according to a general context and include principles and values ??in my educational practice.

Teaching as a continuous learning process

Each person can learn to teach, even if one intends to formally to become a teacher, instructor or teacher (Epstein et al, 1995). I like teaching because I learn. I like to think that learning is the oxygen of teaching. If I do not learn as I teach, I feel like I'm dying.

The traditional model of education must change, putting the learning center

 The traditional educational model implies specific roles for teachers and students. The teacher always takes an active role in this model. The teacher is the "transmitter" of knowledge (or mere information), the sole evaluator and the one to decide what and how the educational process takes place. Therefore, the student reacts passively. The student's role of "receiver" of knowledge or information gives no choice in the evaluation or the general education process.

This relationship between teacher and student results in an asymmetrical interaction, where the prevailing interests and purposes of the teacher, student learning ...