Aligning Teaching Philosophy Statements with Practice
An Evidence-Based Approach Using Retrospective Think-Aloud Protocols
Bibliographic Data
| ID | 22045140 |
|---|---|
| Authors | John Blake (0000-0002-3150-4995, University of Aizu, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 7 |
| Pages | 795 |
| Publication date | 2024-07-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14070795 |
| OpenAlex | W4400917745 |
| Language | EN |
| References cited | 45 |
Teaching philosophy statements are often declarations of beliefs interspersed with descriptions and metaphors. The disjuncture between the stated philosophy and actual teaching has been raised by numerous academics. This case study addresses the neglected area of grounding teaching philosophies on actual teacher behaviour rather than on espoused beliefs. This study includes a replicable framework for teachers to create evidence-based teaching philosophy statements through a systematic investigation of their actual teaching practices. A retrospective think-aloud protocol was used to recount a lesson. Using a transcript of the recount, the teacher’s actions were identified, extracted, and justified following pre-determined protocols. References to theoretical and empirical studies supporting or contradicting the justifications were checked in the research literature. To counteract potential self-bias, colleagues’ views on the reasons selected were surveyed. The discrepancy between the teacher’s justification of actions and the peers’ perspectives revealed hitherto hidden idiosyncrasies and underlying values
Human–computer interaction · Mathematics education · Teaching method · Think aloud protocol · Usability · Computer Science · Education and Critical Thinking Development · Innovative Teaching Methodologies in Social Sciences · Psychology · Teacher Education and Leadership Studies
Protocol Analysis
Using Corpora in Discourse Analysis
Perception and misperception of bias in human judgment
Rigour in qualitative case-study research
Doing Unto Future Selves As You Would Do Unto Others
Objectivity in the Eye of the Beholder
Metaphoric Modeling of Foreign Language Teaching and Learning, with Special Reference to Teaching Philosophy Statements
Demystifying academic promotional genre
Group dynamics and foreign language teaching
Bias, norms, introspection, and the bias blind spot1
Valuing and Evaluating Teaching in Academic Hiring
Naturalistic inquiry
In Search of Subjectivity-One's Own
Essential Guide to Qualitative Methods in Organizational Research
Changing metaphors and beliefs
Core Values in Education From the Perspective of Future Educators
| Citation velocity | historical |
|---|---|
| Highly cited | No |