Teaching context and philosophy

I believe that every student should have access to an exceptional education. Learning, in my view, is not a passive process of reproducing facts, but an active journey where students construct their understanding through exploration, problem-solving, and meaningful experiences. My research background in skill acquisition gives me a unique view of how people learn, which drives my teaching approach. I try to create an environment where students actively engage with content in both lectures and practical labs. They are encouraged to ask questions, experiment with concepts, and apply their knowledge to real-life challenges. A big part of my love of teaching stems from having lectures that were passionate about they spoke about, this is the type of enthusiasm I try to have for my students.

Constructivism aligns well with my teaching philosophy. It emphasises that students actively build their knowledge (Amineh & As, 2015). From this, I see my role as more than just reproducing facts, but rather facilitating students' critical thinking skills, practical knowledge, and a lifelong love for learning. Because all knowledge is personal (Fox, 2001), I try to support students by guiding their educational journey by offering unique learning opportunities and various learning modalities to suit their individual differences. For example, I incorporate a range of learning modalities, such as online lectures, face-to-face tutorials, and practical laboratories, to provide students with diverse avenues for expanding their knowledge and reinforcing key concepts. Given that exercise science/physiology is an applied discipline, students must possess the ability to understand and apply knowledge in various contexts. Within these settings, I try to be approachable and personable, so students feel comfortable asking questions and engaging in dialogue (Brooks & Brooks, 1999). In essence, my teaching philosophy revolves around empowering students to be active participants in their own educational journey.

I am dedicated to continuous growth and development to be the best educator possible. As a new academic, I am continuously learning and moulding my teaching philosophy, adapting to the ever-evolving needs of my students. This teaching philosophy statement reflects my strong commitment to creating an engaging and hands-on learning environment for health and exercise physiology students, where they take charge of their learning journey.

References

Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of social sciences, literature and languages, 1(1), 9-16.

Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. Ascd.

Fox, R. (2001). Constructivism examined. Oxford review of education, 27(1), 23-35.