Résumés
Abstract
The teaching philosophy statement in Canadian academia is integral to applying for faculty positions, promotions, awards, and grants. However, the notion of philosophy is quite unfamiliar to many science students and educators, which is one main audience for this Note from the Field. Moreover, teaching is no longer limited to a traditional didactic model. During the COVID-19 pandemic, many new technology-infused, online, and hybrid teaching models became popular. Years-old philosophies no longer fit with many of the latest innovative teaching approaches. We suggest considering some creative but equally effective alternatives for formal teaching philosophy statements. A reflective essay or short video introduction are two such possibilities which can be equally effective in evaluating one’s teaching practices and goals.
Keywords:
- Teaching philosophy statement,
- Traditional teaching,
- Medical School,
- Alternative of teaching philosophy statement,
- reflective essay,
- short video introduction
Résumé
Une déclaration de philosophie pédagogique est cruciale pour postuler à des postes d’enseignement, obtenir des distinctions et des financements dans les universités canadiennes. Cependant, la philosophie est souvent mal comprise par de nombreux étudiants et enseignants en sciences. L’enseignement ne se limite plus à un modèle didactique traditionnel. Pendant la pandémie, de nombreux nouveaux modèles d’enseignement, intégrant des technologies, en ligne et hybrides, sont devenus populaires. Les anciennes philosophies ne correspondent pas aux approches pédagogiques récentes. Nous suggérons des alternatives créatives pour les déclarations de philosophie pédagogique formelles. Un essai réflexif ou une brève vidéo introductive sont deux options qui peuvent s’avérer aussi efficaces que la méthode traditionnelle pour évaluer les pratiques et objectifs pédagogiques d’une personne.
Mots-clés :
- déclaration de philosophie pédagogique,
- enseignement traditionnel,
- école de médecine,
- déclaration de philosophie pédagogique alternative,
- essai réflexif,
- brève vidéo introductive
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Parties annexes
Biographical notes
Nazlee Sharmin
is an associate teaching professor at the Mike Petryk School of Dentistry at the University of Alberta in Canada. She completed her PhD in Physiology, Cell, and Developmental Biology and an MEd from the University of Alberta. Her research interest focuses on developing technologies in classroom teaching to improve students’ learning experiences. nazlee@ualberta.ca
Ava K. Chow
is an associate professor at the Mike Petryk School of Dentistry at the University of Alberta in Canada. She completed her PhD in Medical Sciences and an MEd from the University of Alberta. Her research interests include examining technology in education, foundational science education, and student wellness. In the lab, she studies the linkages between oral and systemic health. akchow@ualberta.ca
Bibliography
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Parties annexes
Notes biographiques
Nazlee Sharmin
est professeure agrégée d’enseignement à l’École de dentisterie Mike Petryk de l’Université de l’Alberta, au Canada. Elle a obtenu un doctorat en Physiology, Cell, and Developmental Biology, ainsi qu’une maîtrise en éducation (MEd) de l’Université de l’Alberta. Son domaine de recherche se concentre sur le développement de technologies d’enseignement en classe afin d’optimiser l’expérience d’apprentissage des étudiants. nazlee@ualberta.ca
Ava K. Chow
est professeure agrégée à l’École de dentisterie Mike Petryk de l’Université de l’Alberta, au Canada. Elle a obtenu un doctorat en sciences médicales et une maîtrise en éducation (MEd) de l’Université de l’Alberta. Ses champs d’intérêt sont multiples : elle examine l’intégration des technologies dans l’éducation, elle s’intéresse à l’enseignement des sciences fondamentales ainsi qu’au bien-être des étudiants. En laboratoire, elle étudie les liens entre la santé bucco-dentaire et la santé systémique. akchow@ualberta.ca