Teaching Philosophy Statement
I have to admit from the outset that I am an accidental lecturer. I first came to teaching when some twenty years ago I was asked to facilitate a workshop on the 4x5 camera by the Gallery of Photography, Dublin. (I had just graduated from art school and my major was shot on this camera, so I was a proficient user.) Since then in parallel my professional practice I have always been involved in teaching. Firstly I worked as a part-time tutor at the Gallery of photography (17 years), then I stepped up a gear to teaching a certificate course in Photography at NCAD (8 years), and then I increased the speed to a full on degree course at Griffith college in 2014 (3 years). My experience of teaching has not been the same as most as in a large part I am concerned with teaching practical skills to adult learners who are very motivated and there for primed for learning. I also have a professional practise which keeps me current, informed and a good example of a photographic professional for my students. This I feel is of supreme importance.
Although initially accidental, I now feel my teaching and professional life are inextricably linked and I am very committed to both. I feel first and foremost to be a good in a teaching role, in a practical field, you must be an obvious contributor to that field. Your work must connect you to the student via your shared discipline.
Over the past 17 years or so I have worked with many different types of people and have found many ways to give them a rich learning experience. I see myself as someone who is efficient in structuring learning in a way that demonstrates through practice and discussions the fine points of our profession and how its practice intertwines with a philosophy that is as rich and deep as the techniques which underpin it.
Although I am very aware that thinkers in the field of teaching and learning assert that there is no single best method for teaching, and that teaching is an individual matter.
( Biggs and Tang, 2011)
Indeed, to go further, they state that we need to be able to adjust our teaching and make decisions to suit our subject, the available resources, our students and our strong and weak points as teachers.
That said I feel that with the wisdom gained over a long period of time it is possible to have a start point where you give your learners a sense of acknowledged autonomy and responsibility of their own learning in an environment where you do your level best to make available the information and structures where deep learning can take place.From this position you can indeed keep an eye out for those who would benefit from techniques which might build their motivation.di
Through the process of this teaching and training cert. I have discovered that my approach is basically cognitivist /construcivist. Central planks of my teaching style would be about setting tasks for learners after giving instruction and demonstration - then giving timely formative feedback in an effort to scaffold learning whilst at all times being aware of different peoples learning styles - thus making sure that there is something for everybody to contribute, something for everybody to take away.
Although it has not always been the case in my teaching experience my module in Griffith college, Digital Photography, has a lot of content.this needs to be delivered in a way that
I look forward to continuing my teaching and learning journey for some years to come gathering knowledge as I go.
References
Biggs, J, and Tang, C. (2011) Teaching for Quality at University. Maidenhead: Open University Press.p58
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