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    • Source: Teaching Philosophy

      • Teaching Philosophy is a peer-reviewed academic journal devoted to the practical and theoretical discussion of teaching and learning philosophy, that is philosophy education. Established by Arnold Wilson in 1975, it has published more than 2,500 articles and reviews in this field. Notable contributors include Norman Bowie, Myles Brand, Peter Caws, Angela Davis, Daniel Dennett, Alasdair MacIntyre, Rosalind Ladd, Michael Pritchard, Anita Silvers, and Robert C. Solomon. Members of the American Association of Philosophy Teachers and the Philosophy Learning and Teaching Organization have access as a benefit of membership. This journal has a Level 1 classification from the Publication Forum of the Federation of Finnish Learned Societies. and a SHERPA/RoMEO "green" self-archiving policy. It is published on behalf of the Teaching Philosophy Association by the Philosophy Documentation Center.


      Topics covered


      Topics frequently covered include:

      Teaching methods and the use of new instructional material
      Experimental and interdisciplinary courses with philosophical content
      Evaluation of teaching and assessment of learning in philosophy
      Critical examination of pedagogical problems
      Reviews of books, instructional media, software, and Web-based resources


      Indexing


      Teaching Philosophy is abstracted and indexed in Academic Search Premier, Arts & Humanities Citation Index, Contents Pages in Education, Education Research Index, ERIH PLUS, Expanded Academic ASAP, FRANCIS, Google Scholar, Index Philosophicus, InfoTrac OneFile, International Bibliography of Book Reviews of Scholarly Literature, International Bibliography of Periodical Literature, International Philosophical Bibliography, MLA International Bibliography, Periodicals Index Online, Philosopher's Index, PhilPapers, Scopus, and TOC Premier.


      Awards


      The following articles have received the biennial 'Mark Lenssen Prize for Publishing on Teaching Philosophy' from the American Association of Philosophy Teachers:

      Ann J. Cahill and Stephen Bloch-Schulman, "Argumentation Step-By-Step: Learning Critical Thinking through Deliberative Practice", Vol.35, Nr.1 (March 2012), pp. 41–62.
      John Rudisill, "The Transition from Studying Philosophy to Doing Philosophy", Vol.34, Nr.3 (September 2011), pp. 241–271.[1]
      Daryl Close, "Fair Grades", Vol.32, Nr. 4 (December 2009), pp. 361–398.[2]
      David W. Concepción, "Reading Philosophy with Background Knowledge and Metacognition", Vol.27, Nr.4 (December 2004), pp. 351–368.[3]
      James Campbell, "The Ambivalence toward Teaching in the Early Years of the American Philosophical Association", Vol.25, Nr.1 (March 2002), pp. 53–68. [4]
      Deborah Barnbaum, "Teaching Empathy in Medical Ethics: The Use of Lottery Assignments", Vol.24, Nr.1 (March 2001), pp. 63–75.[5]


      See also


      List of philosophy journals


      References




      External links


      Official website
      Philosophy Documentation Center

      Artikel: Teaching philosophy GudangMovies21 Rebahinxxi

    • Source: Teaching philosophy

      • The teaching philosophy of a candidate for an academic position, sometimes referred to as a teaching philosophy statement, is a written statement of the candidate's general personal views on teaching. Colleges and universities that advertise a position whose duties require teaching often require the applicant to submit a teaching philosophy with the application.
      Teaching philosophy statements are becoming increasingly required in the attainment of teaching positions. Teaching philosophy statement often attempts to express what methods of teaching the candidate practices and what educational styles they intend to make use of. They are generally reviewed and updated as educators gain more experience to reflect their current views and beliefs.


      Content


      The teaching philosophy can cover a substantial amount of material within a single page, which is a common length for the written statement (though longer statements, up to five pages, are acceptable in some cases). A writer may include their own teaching experiences or dedication to learning. They may also describe their beliefs around education, including the values they hold and models they intend to follow. Teaching philosophies often share why the individual wishes to teach, and what motivates them to pursue a career in education. Written teaching philosophies may be customized to be more specific to the field one intends to teach.
      Written teaching philosophy statements may be informed by existing pedagogical research and theory; an early example of such a book is The Philosophy of Teaching by Arnold Tompkins. Books, articles, and research on pedagogy can offer a foundation upon which aspiring educators can form their own beliefs and values.
      In a 1997/8 publication from The Professional & Organizational Development Network in Higher Education, Nancy Van Note Chism provided a description of the teaching philosophy statement. This description includes a general outline of what the document may include and in what order:

      Conceptualization of Learning: How the candidate understands the process of learning
      Conceptualization of Teaching: What the candidate sees as a teacher's role and why
      Goals for Students: What the candidate expects of students in their classroom(s) in terms of learning and learning outcomes
      Implementation and Assessment: How the candidate actually instructs classes, and how they self-assess their teaching
      Your Future as a Successful Teacher/Personal Growth Plan: How the candidate's teaching has changed over time, and how they expect it may change. This can include challenges they foresee in their development, and assumptions or challenges they have overcome.


      References

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