The Making of A Teacher: Which Comes First, Teaching Philosophy, Learning Style, or Teaching Style?
Gerald Burgess, Albany State University, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In developing an ePortfolio the reflective process and the defining of one's teaching philosophy is important. There is a strong connection between learning styles, teaching styles, and one's teaching philosophy. As we mature in the craft and review various teaching methods, we begin to form an intuitive sense of what makes good practice and good teaching. As time and experience accumulate on our side, our teaching philosophy deepens and becomes clearly defined. Can this be a hindrance in the technological age? How is online learning improved or made worse by the instructors teaching style and the students learning style? Teachers must now conceptualize what the learner will experiences when time and distance are separate. This session will focus on the relationship between teacher philosophy and teacher delivery, in a technological age of online learning and ePortfolios. Using a teaching perspective inventory, participates will create links from their philosophy to their teaching methodologies and draw conclusion toward best practice in light of their individual philosophy.
Burgess, G. (2004). The Making of A Teacher: Which Comes First, Teaching Philosophy, Learning Style, or Teaching Style?. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 1992-1997). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).