Teaching Philosophy
TEACHING PHILOSOPHY
A PERSONAL BELIEF
24 NOVEMBER 2010
“A good teaching philosophy evolves.”
Where am I with my critical rationale about teaching and learning? What are my aims, values, beliefs, insights, and convictions in the context of Accounting education? The reality of teaching and learning is never perfect. Accordingly, a critical rationale of both should be a work in progress. Both teachers and students must be curious enough for lifelong learning and research, broad enough to accept and evaluate opposing views, and flexible enough to let their philosophies of learning evolve accordingly. My keywords of my own teaching philosophy are thinking and reflection[1]. This philosophy further consists of the five essential elements (Schönwetter et al., 2002) discussed below and is framed by the context of my current teaching situation (Eble, 1983; Smyth, 1986). It considers the particularities of students (e.g., age, goals, and motivations) and of the higher educational institution (e.g., its mission, vision, priorities, and culture).
Contents:
A vision of higher education The students and learning The teacher and teaching Methods to use Evaluation and assessments Conclusion Endnotes References Appendix: Summative assessment 2 3 4 5 6 6 6 7 8
Dr. Francisco Chia Cua CPA ACA PhD (Otago), MEntr (Otago), PGCertTertT (Otago), MSBA (FEU), BSC (FEU), GradCertMgt (OpenPolytechnic), DipIS&T (OpenPolytechnic) Associate Professor Kazakhstan Institute of Management, Economics, and Strategic Research
TEACHING PHILOSOPHY
Page 2
1. A VISION OF HIGHER EDUCATION
“For learning to take place... students must be motivated. To be motivated, they must become interested. And they become interested when they actively working on projects which they can relate to their values and goals in life.” — Gus Tuberville, President, William Penn College Students should not be mere spectators (Blocher, 1966), but have a learning environment that engages them and lets them
A PERSONAL BELIEF
24 NOVEMBER 2010
“A good teaching philosophy evolves.”
Where am I with my critical rationale about teaching and learning? What are my aims, values, beliefs, insights, and convictions in the context of Accounting education? The reality of teaching and learning is never perfect. Accordingly, a critical rationale of both should be a work in progress. Both teachers and students must be curious enough for lifelong learning and research, broad enough to accept and evaluate opposing views, and flexible enough to let their philosophies of learning evolve accordingly. My keywords of my own teaching philosophy are thinking and reflection[1]. This philosophy further consists of the five essential elements (Schönwetter et al., 2002) discussed below and is framed by the context of my current teaching situation (Eble, 1983; Smyth, 1986). It considers the particularities of students (e.g., age, goals, and motivations) and of the higher educational institution (e.g., its mission, vision, priorities, and culture).
Contents:
A vision of higher education The students and learning The teacher and teaching Methods to use Evaluation and assessments Conclusion Endnotes References Appendix: Summative assessment 2 3 4 5 6 6 6 7 8
Dr. Francisco Chia Cua CPA ACA PhD (Otago), MEntr (Otago), PGCertTertT (Otago), MSBA (FEU), BSC (FEU), GradCertMgt (OpenPolytechnic), DipIS&T (OpenPolytechnic) Associate Professor Kazakhstan Institute of Management, Economics, and Strategic Research
TEACHING PHILOSOPHY
Page 2
1. A VISION OF HIGHER EDUCATION
“For learning to take place... students must be motivated. To be motivated, they must become interested. And they become interested when they actively working on projects which they can relate to their values and goals in life.” — Gus Tuberville, President, William Penn College Students should not be mere spectators (Blocher, 1966), but have a learning environment that engages them and lets them
References: 2. THE STUDENTS AND LEARNING An approach to learning is not something a student has; it represents what the student does (Marton, 1988, p