Statements of Teaching Philosophy: Pedagogy & Practice
While most of us have written a statement of teaching philosophy (STP), few of us have taught them. Often we learned how to write one by comparing samples and discerning for ourselves what constituted a good one. As we work to theorize creative writing (in general), and nonfiction (in particular), considering the elusive teaching philosophy is essential. We want to discuss STP as a form, we want to consider it from a pedagogical point of view (how do we actually teach our students to write it?), we want to investigate the practices of writing it.
We seek personal accounts of teaching STP, we seek personal accounts of writing STP, and we seek suggestions of published criticism (like below) to add to our lists. We are approaching STP themselves as a nonfiction form, so the content of the philosophy is less relevant--we do not require that the philosophy itself be one of nonfiction. We are open to all STP in all writing disciplines, including other genres of creative writing, composition, literature, and more. Please query us with questions and suggestions. Our goal is for In the Classroom to be a community space, adaptable to the needs of the community.
As our work stands right now, samples of teaching philosophies abound on the internet and elsewhere, so we are working on these three critical aspects to the form and not collecting samples of STP at this time. We are, however, also interested in clever takes on the form, so we've added a section called "Philosophies-as Essays," for fun.
As always, please be courteous with the ideas you find here.
On the Theory of STP:
"Teaching with Technology: Remediating the Teaching Philosophy Statement" | Phill Alexander, Karissa Chabot, Matt Cox, Dànielle Nicole DeVoss, Barb Gerber, Staci Perryman-Clark, Julie Platt, Donnie Johnson Sackey, Mary Wendt | Computers and Composition 29 (2012) 23–38
Teaching philosophy statements are ubiquitous at a particular moment in ou rintellectual and professional lives(i.e., the job search); we might, however, resituate them as living documents to multimediate, remediate, and use as a reflective space in our teaching careers. Although this particular genre is commonplace across disciplines in the Humanities, teaching philosophy statements are undertheorized, perhaps because they are typically situated in a particular moment. Because of the ubiquity of these documents, and also because of the lack of historicizing how they are prepared, how they are produced, and how they function—professionally and intellectually—in this manuscript we first provide a bit of background and context of teaching philosophy statements. We review the limited existing work on this important genre before we argue for why and how they might be attended to and rethought, especially in light of today’s digital tools and multimediated ways of representing our work—and especially in the context of larger discussions about media work and professionalization. In the second section of this manuscript, we present examples from and reflect on our processes of remediating a specific type of teaching philosophy statement; we created teaching with technology philosophy statements, then remixed and remediated these traditionally prepared statements into slideshow presentations, Web sites, digital–visual collages, and digital movies. We describe the reflective and transformative work that can occur through such an activity by addressing four “emergencies” that occurred as we engaged this work. We conclude with comments about both the value of remediation and about the future of teaching philosophy statements in a multimediated world.