Education Philosophy 

I believe as a teacher we need to be able to combine

our professional knowledge, professional engagement
and professional practice to be able to become the
most effective teachers we can be. Below I have
constructed my philosophy into these three areas of
the Australian Professional Standards to articulate my
vision of teaching.

Professional Knowledge,

Learners and Learning 

Students should be encouraged to become active, and

engaged learners in their own learning experience.
Every classroom is unique, meaning the learning
experiences should be tailored to the needs and
interests of the students. It is important to knowledge
the diverse backgrounds and capabilities within the
classroom whether it is cultural, religious or different
family structure, these create diversity within the
classroom. Regardless of student background, needs,
interests and strengths all students are capable of
growth, where the teacher provides time and support
to each student. Churchill el at (2016) states that if
students feel like they aren’t safe within the
classroom or feel accepted as there are in terms of
their diversity or religions it will result in the child
unable to reach their full potential in their learning
(Churchill el at, 2016). In saying this, I would make an
effort to understand all needs within the classroom, by
implementing the student’s diversity and backgrounds
within lessons, including students strengths and
interests to improve lesson engagement. (1.2, 1.3).

Teachers and Teaching

Teaching is most successful when the teacher has an

understanding of the learning content and know how
to best teach it. Teachers also need to have a
knowledgeable understanding of all curriculum areas.
If the teacher doesn’t understand the content and is
unable to teach it is the correct way, how are the
students meant to learn the content? (Pendergast,
2017). Parker and Lepper (1992) state understanding
the content knowledge is important, but
understanding how to unpack the knowledge in a way
that is engaging and students can understand is
essential for success (Parker & Lepper, 1992). For me
to be a successful teacher, I will ensure that I have a
knowledgeable understanding on the curriculum
areas, where I will engage my learners where I will
start organising the content into a learning sequence
beginning with prior knowledge, familiar skills, and
understandings progressing towards the unknown.
(2.1, 2.2, 2.3).
 Professional Practice

Effective teaching and Learning

Effective teaching and learning occurs when teachers

carefully plan and implement a variety of teaching
strategies when delivering the learning to the
students. For a teacher to be successful, they need to
be able to carefully plan lesson where they will plan
their teaching strategies where they shall be
implemented into the lesson. Planning for effective
teaching and learning is driven by expectations,
outcomes, reflection and continual assessment to
make judgements on student achievement and to
provide effective feedback and evaluation (Killen,
2013). When in the classroom, it is important to know
that to be able to teacher effectively and students
learning outcomes to be successful, that the teacher
is continually reflecting in students learning, and
assessment. (3.2, 3.3, 3.5).

Effective Learning Environments

I believe Vygotsky’s Social Constructivist learning

theory best fits my theory of teaching. Vygotsky’s
believes that social interaction and collaboration can
make the classroom domain a social communication
hub. Vygotsky believes it promotes and allows
students to deepen their understanding on particular
concepts being explored. This theory gets students to
be active and engaged in their learning, to be critical
thinkers, and helps higher order thinking (Vygotsky,
1978).

A safe and supportive learning environment promotes

student wellbeing. As a teacher, I hope to instil social
and emotional learning that encourages the students
to understand their potential, engage in learning, and
to be resilient. I aim to achieve this in an inclusive
learning space, where students feel welcomed and
valued, and where diversity is recognised and
celebrated. A positive relationship between the
teacher and students contributes to a safe learning
environment (Churchill el at, 2016). (4.4).

Professional Engagement

Assessment

As a teacher, I’ll be sure to differentiate assessment

tasks, to allow all students to be given the opportunity
to succeed. I will also ensure that I give all students
valuable feedback for them to improve their learning.
Churchill el at (2016) states that all students have the
right to participate in assessment tasks and accept
feedback from teachers to improve their work. Without
this, teachers are setting their students up for failure
(Churchill el at, 2016). As a teacher, I will also ensure
that I differentiate all assessment tasks to make it fail
for all students no matter their learning needs. I will
also ensure that I provide accurate feedback for the
student to interpret it and improve their work. (5.1,
5.2).

Reflective Practice and Engaging in Professional

Learning

I believe that teachers should be continually reflecting

on their practice. Research shows that teacher who
reflect on their practice are able to understand what
is working well in the classroom and what isn’t.
Churchill et al (2016) states that teachers who reflect
on their teaching are then able to significantly
important their teaching practice and teaching
strategies within the classroom.

Teachers should also participate in ongoing

professional learning. This learning is vital for
teachers as it provides them with new knowledges,
skills and understandings, as well as improved
knowledge of technologies and improving pedagogies.
I believe professional learning is very beneficial where
teachers are able to use their new found knowledge
where they can improve student learning (Churchill el
at, 2016). (6.1, 6.2, 6.4).
References

Killen, R. (2013). Effective teaching strategies : Lessons

from research and practice (6th ed.). South Melbourne,
Vic.: Cengage Learning Australia.

Foreman, P. (2011) Inclusion in Action. South Melbourne, Australia: Cengage

Learning Australian Publishing.

Vygotsky, L. (1978). Mind in Society. New York: Basic Books

Parker, L.E. & Lepper, M.R. (1992). Effects of fantasy contexts on

children's learning and motivation: Making learning more fun.
Journal of Personality and Social Psychology, 62(4), 625-633.

Pendergast, D. and Main, K. (2017). Teaching Middle Years:

Rethinking curriculum, pedagogy and assessment (3rd ed., pp. 66,
71, 290). Sydney: Allen & Unwin.