Teaching philosophy is one of those concepts that seems straightforward on the surface, but quickly reveals its complexity when you start reflecting on it. It’s deeply personal yet profoundly influenced by educational theory, a blend of what you believe about learning and the frameworks that guide effective teaching.
When I started working on this visual, I realized how hard it is to capture the full breadth of teaching philosophies in a single image. My years as a classroom teacher gave me practical insights, but it’s my PhD studies that truly exposed me to the rich, often overlapping theories that shape our work as educators.
In this post, I’ve brought together some of the foundational theories that shape how we approach teaching. These ideas influence how we see our role as educators, how we connect with our students, and how we measure our impact in the classroom.
What is A Teaching Philosophy?
A teaching philosophy is a concise personal statement that expresses an educator’s core beliefs about teaching and learning. It provides insight into why and how the teacher approaches instruction.
Importance of Teaching Philosophy Statements:
A teaching philosophy statement is a powerful tool for self-reflection and professional growth. It helps you clarify why you teach, assess the impact of your methods, and stay aligned with your goals. In many ways, it acts as your mission statement as an educator, guiding both your practice and your professional journey. Here are why a teaching philosophy is important:
Reflects Teaching Identity
- Clarifies personal beliefs and values about teaching.
- Articulates the educator’s unique approach to student learning.
Guides Professional Growth
- Provides a framework for continuous improvement.
- Encourages self-reflection and adaptation to changing educational needs.
Supports Career Advancement
- Essential for job applications, promotions, and tenure reviews.
- Demonstrates commitment to effective teaching and student success.
Enhances Student Outcomes
- Promotes intentional, student-centered teaching practices.
- Aligns teaching methods with learning goals for better student engagement.
Fosters Accountability
- Serves as a tool for self-assessment and professional accountability.
- Encourages alignment with institutional values and educational standards.
Typical Structure of a Teaching Philosophy Statement
A well-crafted teaching philosophy typically includes your core teaching values, the strategies you use to support those values, reflections on your impact as an educator, and your goals for continuous growth. It should paint a clear picture of your teaching approach, grounded in both personal experience and educational theory.
Here is a quick break-down of what your teaching philosophy should include:
Beliefs about Teaching and Learning
- Articulate core values and beliefs about education.
- Ground beliefs in personal experience or educational theory.
Instructional Strategies
- Describe concrete methods used to implement teaching beliefs.
- Examples: facilitating discussions, using real-world projects, or lecturing.
Impact and Evidence
- Reflect on the effectiveness of teaching approaches.
- Include evidence of student learning, growth, or feedback.
- Highlight how learning is assessed and teaching effectiveness is evaluated.
Future Goals for Development
- Outline plans for ongoing professional growth.
- Include goals like learning new pedagogical techniques or fostering inclusivity.
Authenticity and Coherence
- Ensure alignment between beliefs, methods, and impact.
- Provide a clear picture of teaching values in action.
Foundational Educational Theories Informing Teaching Philosophies
Every teaching philosophy is influenced by foundational educational theories that provide a lens through which we understand learning and the role of a teacher. Here are some of the foundational educational theories informing teaching philosophies.
Behaviorism
- Learning as conditioning through stimuli and reinforcement (B.F. Skinner).
- Focus on mastery through drills, repetition, and clear structure.
- Emphasizes teacher-directed instruction and essential skills.
Cognitivism and Constructivism
- Learning as an active, mental process (Jean Piaget, Lev Vygotsky).
- Knowledge built on prior understanding through hands-on activities and collaboration.
- Teachers act as guides, promoting inquiry and critical thinking.
Humanism
- Focus on the whole person and self-actualization (Maslow, Rogers).
- Learner-centered, emphasizing empathy, respect, and personal growth.
- Teachers create supportive environments that foster autonomy and self-discovery.
Critical Pedagogy
- Education as a means for social change and empowerment (Freire, hooks, Giroux).
- Emphasizes critical consciousness, student voice, and challenging power structures.
- Encourages students to connect learning to real-world issues and social justice.
Connectivism and Digital Learning
- Learning as a networked, distributed process in the digital age (Siemens, Downes).
- Knowledge is built through connections and collaboration across digital platforms.
- Focuses on digital literacy, self-directed learning, and critical evaluation of online information.
Inclusive Pedagogy and Universal Design for Learning (UDL)
- Commitment to creating accessible, equitable learning environments.
- Focuses on removing barriers to learning and supporting diverse student needs.
- Involves flexible teaching methods, multiple means of engagement, and personalized support.
Perennialism
- Emphasizes timeless knowledge and universal truths.
- Focuses on intellectual training through classic texts and great ideas.
- Prioritizes critical thinking and moral development.
Essentialism
- Focuses on mastery of core subjects and foundational skills.
- Emphasizes structured, teacher-centered instruction.
- Prepares students for productive citizenship through disciplined learning.
Progressivism
- Learning by doing, rooted in experiential education (John Dewey).
- Emphasizes problem-solving, critical thinking, and real-world connections.
- Focuses on the whole child, promoting active and student-centered learning.
Social Reconstructionism
- Education as a tool for social change and justice.
- Encourages critical examination of societal issues and power structures.
- Aims to empower students as agents of change in their communities.
Examples of Teaching Philosophy Statements
Below are examples of tentative teaching philosophy statements:
- Behaviorism: “I believe in a structured, teacher-directed approach where students master foundational skills through repetition and reinforcement. My teaching emphasizes clear instruction, practice, and positive reinforcement to ensure students build strong academic foundations.”
- Cognitivism & Constructivism: “I view learning as an active, constructive process. My teaching philosophy centers on helping students build new knowledge through hands-on activities, inquiry, and meaningful connections to prior learning. I guide my students in critical thinking and collaborative problem-solving.”
- Humanism: “I strive to create a supportive, learner-centered environment that fosters personal growth and self-actualization. I focus on the whole student, emphasizing empathy, respect, and autonomy, encouraging each learner to reach their full potential.”
- Perennialism: “I believe in teaching timeless knowledge and universal truths. My approach emphasizes critical thinking, intellectual training through classic texts, and moral development, preparing students for thoughtful, well-informed citizenship.”
- Connectivism & Digital Learning: “I embrace the digital age in my teaching, encouraging students to learn through networks and connections. I integrate technology, collaboration, and critical evaluation, helping students navigate and thrive in a knowledge-rich, connected world.”
- Inclusive Pedagogy & Universal Design for Learning (UDL): “I am committed to creating an inclusive, equitable classroom where every student has the opportunity to succeed. I remove barriers to learning and use flexible teaching methods to support diverse needs, ensuring every student feels valued.”
- Critical Pedagogy: “My teaching is rooted in the belief that education can drive social change. I empower my students to question assumptions, challenge power structures, and connect their learning to real-world issues, fostering critical consciousness and active citizenship.”
- Social Reconstructionism: “I see education as a tool for social justice. My teaching encourages critical examination of societal issues and aims to empower students to become agents of change, promoting a more equitable and just world.”
- Progressivism: “I take a student-centered approach, encouraging learning by doing and real-world problem-solving. My teaching emphasizes collaboration, critical thinking, and active engagement, helping students connect lessons to their lives and communities.”
Here is the downloadable PDF version of the graphic below!
Conclusion
As educators, our teaching philosophy is never truly finished. It is always a work in progress. It grows with each class we teach, each student we mentor, and each lesson we learn ourselves. My hope is that this post sparks reflection and conversation, reminding us that the beliefs that guide our teaching are as dynamic and evolving as the students we serve.
References:
- Hegarty, N. (2015). The growing importance of Teaching Philosophy Statements and what they mean for the future: Why Teaching Philosophy Statements will affect you. Journal of Adult Education, 44(2), 28-.
- Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. Macmillan.
- Freire, P. (1970). Pedagogy of the Oppressed. New York: Herder and Herder.
- Hutchins, R. M. (1953). The great conversation: The substance of a liberal education. Encyclopedia Britannica.
- Kenny, N. (2015). Writing a teaching philosophy statement. Taylor Institute for Teaching and Learning, University of Calgary
- Laundon, M., Cathcart, A., & Greer, D. A. (2020). Teaching philosophy statements. Journal of Management Education, 44(5), 577–587
- Piaget, J. (1952). The Origins of Intelligence in Childre
- Rogers, C. R. (1969). Freedom to Learn. Columbus, OH: Merrill.
- Sahin, M. (2018). Essentialism in philosophy, psychology, education, social and scientific scopes. Journal of Innovation in Psychology, Education and Didactics, 22(2), 193-204.
- Skinner, B. F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24(2), 86–97.
- Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.
- Vygotsky, L. S. (1978). Mind in Society: Development of Higher Psychological Processes (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
