A PROCESS OF PHILOSOPHY AND TEACHING PHILOSOPHY

1985 ◽  
Vol 16 (1) ◽  
pp. 80-91 ◽  
Author(s):  
PHILIP PECORINO
Keyword(s):  
Teaching Philosophy

Subject Matter, Goals and Objectives of the Methodology of Teaching Philosophy

Diogenes ◽  
2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Milen Marinov
Keyword(s):  
Subject Matter ◽  
Teaching Philosophy ◽  
The Subject ◽  
Goals And Objectives

This article discusses with the subject matter, goals and objectives of the methodology of teaching philosophy.

scholarly journals Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 254
Author(s):  
Roxana Acosta ◽  
Marina Tomás-Folch ◽  
Mónica Feixas
Keyword(s):  
Teaching Practice ◽  
Positive Impact ◽  
Training Programme ◽  
Teaching Quality ◽  
Teaching Philosophy ◽  
Engineering Sciences ◽  
Teaching Unit ◽  
Assessment Strategies ◽  
The Impact ◽  
And Training

The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics’ professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty’s conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students’ interests, skills and attitudes, and with a heavy emphasis on building students’ core values. Interviews reveal changes in the participants’ learning and competencies due to the training, along with a positive impact on the teachers’ lesson planning and assessment strategies and students’ feedback and the willingness to engage in more reflexive teaching practice.

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