The Teaching Philosophy Paper
As a seasoned practitioner who has honed my craft through years of clinical experience, my pedagogical approach embodies the fundamental belief that problem-based learning is one of the most powerful tools for nurturing students’ academic growth. While I acknowledge that attaining knowledge plays an integral role in education, I firmly believe it is imperative to foster student engagement by actively involving them in the learning process and empowering their critical thinking skills. To achieve this dynamic experience, I endeavor to create an immersive and interactive environment where learners can take ownership of their progress as they tackle real-world problems hands-on. My philosophy shies away from merely instructing or lecturing to students, thus opting for guided discovery-oriented approaches (Matlala, 2021)The Teaching Philosophy Paper. I construct a space where individuals feel authentically connected with course materials while effectively developing both cognitive skill formations essential to lifelong success.
PLACE YOUR ORDER HERE NOW
Critically evaluating solutions against established theories before synthesizing new insights helps instill habits of inquiry beneficial far beyond classroom settings enabling us to approach shared challenges holistically when applying lessons learned after graduation across life contexts. My educational doctrine is focused on problem-based education, prioritizing the needs of the learner and fostering their critical thinking abilities (Shin, 2019)The Teaching Philosophy Paper. By establishing a setting where students actively resolve issues that integrate several areas of study while inspiring introspection, I endeavor to bestow upon them autonomy as thinkers and stimulate continual learning.
Overall, my personal philosophy of nursing care and teaching is that I will use daily clinical problems to promote inductive reasoning and provide learners with adequate preparation for any future struggles or prospects they may encounter throughout their scholastic, occupational, and personal journeys.
References
Matlala, S. (2021). Educators’ perceptions and views of problem-based learning through simulation. Curationis, 44(1), e1–e7. https://doi.org/10.4102/curationis.v44i1.2094
Shin, H. S. (2019). Reasoning processes in clinical reasoning: from the perspective of cognitive psychology. Korean Journal of Medical Education, 31(4), 299–308. https://doi.org/10.3946/kjme.2019.140 The Teaching Philosophy Paper
