期刊名称：International Journal for the Scholarship of Teaching & Learning
印刷版ISSN：1931-4744
出版年度：2017
卷号：11
期号：2
页码：18
DOI：10.20429/ijsotl.2017.110218
出版社：Georgia Southern University
摘要：Most new teachers are expected to develop a teaching philosophy statement (TPS). In the present paper, we describe some of the major functions of a TPS and how it can be beneficial to the professional development of teacher candidates. We then describe a case example of a Residency I program and how the features of that program help teacher candidates write an effective TPS. Seventy-three senior-level teacher candidates at a large public, comprehensive southeastern U.S. university participated in the study. At the end of their Residency I semester, they completed a survey in which they rated the importance and influence of the different program components on their TPS. It was determined that most of the curricular aspects promoted deep thinking and reflection on beliefs about teaching. Features that had the greatest impact on teacher candidates’ teaching philosophy are discussed as well as implications for the findings.
