Teaching Philosophy.

Teaching Philosophy.

Teaching is not merely a profession but a profound and transformative undertaking that shapes the future of individuals and contributes positively to society. My teaching philosophy is established in the belief that education is a dynamic process beyond simply imparting knowledge; it is about inspiring curiosity, fostering critical thinking, and nurturing personal and intellectual growth. Through integrating innovative pedagogical strategies and a commitment to creating a supportive and inclusive learning environment, I aim to empower students to become lifelong learners and valued members of their communities.

Confucius wrote: "By three methods we may learn wisdom: first, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is bitterest..." (Confucius). 

The nature of learning and teaching implies a duality: firstly, a focus on possessing knowledge and secondly, the relational aspect of mentoring and inspiring the student (Raziq & Lane-Krebs, 2021).  A teacher as a leader, must facilitate an open exchange of information; however, what the student learns extends beyond the content of any discipline. 

Creating inclusive learning environments that value diversity encourages students to actively engage in their education, as each student brings unique experiences and perspectives to the classroom. The elements crucial to effective teaching include fostering an inquisitive mind and developing an excitement to learn. Through engaging teaching methodologies and technological integration, students obtain knowledge, enhance critical thinking and stimulate a thirst for lifelong learning (Darling-Harmond et al., 2020; Hodges et al., 2020).

“First, you follow,

then you lead, and then teach others to lead.”

 – Nelson Millardspeaks

Confucius. (2009). The Analects: A foundational text of Confucianism, (Book 2, Chapter 15).

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE, Review, 27.

Raziq, A.  & Lane-Krebs, K. (2021).  Motivation and job satisfaction among teachers, Ilkogretim Online, 20(4).