Promoting the Development of Graduate Students’ Teaching Philosophy Statements | NSTA

Promoting the Development of Graduate Students’ Teaching Philosophy Statements

Journal of College Science Teaching—January/February 2011

Teaching philosophy statements typically improve over time with teaching experience and instructional self-knowledge. Graduate students without this experience and self-knowledge risk producing lackluster statements when applying for academic positions. This study identifies components of a biology education course that positively affected the development of eight graduate students’ teaching philosophy statements.

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