Abstract:

A key requirement of reflective practice is the conceptualization on an individual philosophy of teaching. Teaching philosophies and motives are viewed as an essential element of developing a personal pedagogy and a useful teacher identity which requires the educator to explore his or her theoretical self against the backdrop of his or her actual self. The paper explores the construction of belief statements as a necessary professional development tool for practicing teachers and a forum through which development as an educator can be mapped. It explores the processes involved in defining ourselves as teachers, the various interlaced motives that classify why we do what we do and the manner in which it is done. It highlights the need for the construction of one’s teaching philosophy as an integral part of the reflective process while providing a tool for reflection on practice, as well as expressing of one’s views, beliefs, values and approaches to teaching and learning.

Keywords:

Philosophies, professionalism, reflection.