In healthcare, it is essential that professionals develop a teaching-learning philosophy. This philosophy should be based on the values and beliefs that the healthcare professional holds regarding teaching and learning. This paper explores my teaching-learning philosophy, highlighting the theoretical underpinning that aligns with my values and beliefs. I will also discuss how my philosophy is demonstrated through a detailed teaching example. Understanding my teaching-learning philosophy is important as it allows me to reflect on my practice, identify areas for improvement and make informed decisions about my future healthcare career.
Personal Learning Style and Professional Teaching Philosophy
I am a lifelong learner who believes everyone can learn with the proper environment and motivation. I strive to create a learning environment where students feel safe to take risks, are encouraged to ask questions, and are engaged in the material. I believe every learner can achieve success, and it is my job as a teacher to help them find that success. I believe that teaching is more than just imparting knowledge; it is about helping students to understand how to think and learn for themselves. I strive to create an atmosphere of critical thinking and inquiry in my classroom, where students are encouraged to question assumptions and think deeply about the material.
The social environment of the classroom is important for student learning. Creating a positive social environment means promoting respect and cooperation among students and between students and teachers (Malik & Rizvi, 2018). It also means providing opportunities for students to interact with one another and the material, such as through group work or discussions (Malik & Rizvi, 2018). In addition, Inquiry-based learning promotes a deep understanding of content and higher-order thinking skills such as analysis and synthesis (Berie et al., 2022). Furthermore, according to Bezanilla et al. (2019), critical thinking effectively improves student performance on standardized tests and increases student engagement and motivation (Bezanilla et al., 2019). Essentially, the research literature supports the importance of creating a positive learning environment, promoting critical thinking and inquiry, and teaching for understanding. These are all elements that are central to my teaching philosophy.
Social Constructivism
It is not enough for students to memorize facts and figures; they need to be able to understand how to apply that knowledge to the real world. Accordingly, social constructivism provides a strong foundation for my teaching philosophy because it emphasizes the importance of collaboration and interaction in the learning process. Social constructivism is a powerful theory that can help guide teachers in creating effective learning environments. The key principle of social constructivism is that learning is a social process (Fathi, 2019). This means learners grasp content effectively through active engagement with other students during the learning process. The key concepts of social constructivism include collaboration, communication, and critical thinking (Fathi, 2019). According to Fathi (2019), when students collaborate and communicate with each other, they are more likely to think critically about the material and construct their understanding of it. This is how students can become independent, lifelong learners. All these make up the fundamental tenets of my learning and teaching philosophy as they encourage the active engagement of learners.
Social constructivism is an effective way of teaching. This is supported by a study by Rannikmäe et al. (2020), which was conducted on students using social constructivism and traditional lecture-based teaching. In the study, Rannikmäe et al.(2020) found that students who were taught in a way that emphasized collaboration and communication showed significantly higher levels of critical thinking than those who were taught in a more traditional, lecture-based style. This indicates that social constructivism enhances critical thinking among students, which is a fundamental tenet of my teaching philosophy.
Teaching Example
My teaching would focus on creating an atmosphere of critical thinking and inquiry. I would encourage students to question assumptions and think deeply about the material. My goal would be to help students develop into independent, lifelong learners who can think critically and creatively about various situations. I would start by introducing the topic of health and asking students to think about what it means to be healthy. I would then ask them to share their ideas with the class. This would be followed by a lesson on the different aspects of health, such as physical, mental, and emotional health. Throughout the lesson, I would encourage students to ask questions and share their ideas. At the end of the lesson, I would ask students to have a reflection session regarding the concepts they have learned as well as relevant applications to their lives and practical scenarios.
Essentially, students learn best when they are actively engaged in their learning. For example, a study by Cottafava et al. (2019) found that students who were asked to think critically about a text learned more than students who were asked to read the text. Similarly, another study by Zamiri & Camarinha-Matos (2019) found that students who were given the opportunity to collaborate with each other on a problem-solving task learned more than students who worked on the task individually. These studies suggest that when students are encouraged to ask questions, share their ideas, and think critically about the material, they are more likely to learn. This is consistent with my teaching and learning philosophy, which is grounded on the significance of active engagement in promoting students’ learning experiences.
Values and Beliefs in My Health Care Profession
My values and beliefs affect my role as a healthcare professional in several ways. I believe every patient deserves respect and dignity when receiving services from healthcare professionals, regardless of their situation. I strive to create a compassionate and caring environment in my workplace where patients feel comfortable and respected. I also believe that all patients have the right to a good healthcare environment as a means of promoting treatment with dignity and respect.
In essence, respect and dignity are important factors in providing quality health care. For example, according to Matiti (2020), patients who feel respected by their healthcare providers are more likely to report higher levels of satisfaction with their care. Similarly, Banerjee et al. (2021) advance that when patients feel that healthcare professionals treat them with respect, they are likely to corporate and create a positive environment for a better healthcare experience. These studies show that values and beliefs like respect and dignity are important in providing quality health care through fostering a positive environment, which underlies my core values and beliefs.
Conclusion
In conclusion, learning demands the inclusion of strategies that enhance a positive environment for both the learner and the teacher. My professional teaching philosophy is based on these beliefs, and I strive to create a learning environment that is supportive and challenging and that allows students to explore their interests and develop their skills. Teachers should create classrooms where students are actively engaged in their learning, collaborating and communicating with each other. This will allow students to think critically about the material and construct their own understanding of it.
References
Banerjee, D., Rabheru, K., de Mendonca Lima, C. A., & Ivbijaro, G. (2021). Role of dignity in mental healthcare: impact on ageism and human rights of older persons. The American Journal of Geriatric Psychiatry, 29(10), 1000-1008.
Berie, Z., Damtie, D., & Bogale, Y. N. (2022). Inquiry-based learning in science education: a content analysis of research papers in Ethiopia (2010–2021). Education Research International, 2022.
Bezanilla, M. J., Fernández-Nogueira, D., Poblete, M., & Galindo-Domínguez, H. (2019). Methodologies for teaching-learning critical thinking in higher education: The teacher’s view. Thinking skills and creativity, 33, 100584.
Cottafava, D., Cavaglià, G., & Corazza, L. (2019). Education of sustainable development goals through students’ active engagement: A transformative learning experience. Sustainability Accounting, Management and Policy Journal
Fathi, M. R. (2019). Theory of Social Constructivism and Its Implications for the Learning and Teaching Process. Pouyesh in Humanities Education, 5(15), 86-100.
Malik, R. H., & Rizvi, A. A. (2018). Effect of Classroom Learning Environment on Students’ Academic Achievement in Mathematics at Secondary Level. Bulletin of Education and Research, 40(2), 207-218.
Matiti, M. R. (2020). The importance of dignity in healthcare. In Dignity in Healthcare (pp. 3-8). Routledge.
Rannikmäe, M., Holbrook, J., & Soobard, R. (2020). Social Constructivism—Jerome Bruner. In Science Education in Theory and Practice (pp. 259–275). Springer, Cham.
Zamiri, M., & Camarinha-Matos, L. M. (2019). Mass collaboration and learning: opportunities, challenges, and influential factors. Applied Sciences, 9(13), 2620.
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