Personal Philosophies of Teaching: A False Promise? By: Pratt, Daniel D., Academe, 20050101, Vol. 91, Issue 1

Database: ERIC

In colleges and universities, a teacher will be asked about his teaching philosophy during evaluation process of teaching. More or less, it is related to his reappointment, tenure, or promotion. The author raised four issues behind a personal philosophy of teaching that may affect the reviewer's judgment of "good teaching philosophy".

● Does everyone agreed on the acceptable statement of teaching philosophy?

Is teaching philosophy a description of aims and means or it is a deeper reflection of the values and beliefs. What should be suitable for the substance of teaching philosophy?

● Should acceptable philosophies of teaching only be "learner centered"?

There has been shift from teacher-centered teaching philosophy towards learner-centered philosophy. However, is learner-centered philosophy the only acceptable philosophies of teaching? Author has given an example of teaching philosophy in different culture, China, in this case. The Chinese version of "learner-centered" teaching may seem to be teacher-centered teaching in western view.

● Do Reviewers' own philosophies of teaching have influence on their judgment?

If a reviewer is holding different teaching philosophy, the evaluation may be biased.

● Is students’ evaluation of teaching fair?

In student assessment of teaching, nearly all the questionnaires are similar regardless of teachers' different teaching philosophy.

In conclusion, the author's argument is that the view of effective teaching should not be narrowed. The perspective on good teaching is various and differing views of teaching should be recognized and respected.