Teaching Philosophy

Fostering Transformative Learning and Inclusivity

     My teaching philosophy is deeply rooted in the belief that counselor education programs carry a profound ethical obligation to nurture ongoing multicultural development, and foster skillsets to empower students to become agents of change and advocates for those experiencing oppression or marginalization. Within the classroom, relegating discussions of culture and identity solely to multicultural courses or assignments is short-sighted (Singh, 2019). Instead, my approach is seamlessly integrating multicultural components throughout the education process in all of the work that I do.

     Recognizing that students come from diverse educational backgrounds and possess unique motivations and life experiences, I embrace andragogy, which considers these factors when addressing individual learning needs. I employ a teaching approach that transcends traditional boundaries to address these complexities and cultivate transformative learning and inclusivity. This andragogical approach supports collaboration, authenticity, transparency, and empowerment (Scofield et al., 2009). I utilize the Transformative Learning Theory (TLT) framework to support transformative learning through stages that foster enhanced cultural humility development. I incorporate group activities that encourage students to share their identities. Through projects and peer discussions, students establish meaningful relationships and have opportunities to share personal experiences and perspectives while remaining open and empathetic to alternate worldviews (Zhu et al., 2023).

     This approach catalyzes cultural discussions, enhances knowledge, and empowers students to self-reflect, think critically, confront uncomfortable feelings, and challenge previously held assumptions, opening the door for deeper exploration and growth (Sahin & Dogantay, 2018; Zhu et al., 2023). This process equips students to function beyond their cultural frame of reference and establishes a continued commitment to cultural humility (Zhu et al., 2023). To further promote critical thinking, I employ Bloom's Taxonomy as a pedagogical tool and draw on Mezirow's framework, which incorporates coursework that fosters critical reflection and reflective discourse (Granello, 2001). Transformative coursework includes tasks such as role-play, journaling, and creative techniques, which encourage students to think critically and reflect deeply (Baumgartner, 2019).

Conclusion

     In conclusion, my teaching philosophy is progressive, transformative, and inclusive. Consistent with my existential theoretical orientation, I believe in creating learning environments that empower students to take an active role in their learning journey. This approach posits that individuals should actively participate in their learning journey and have the autonomy to take ownership of it (Whitman & Beeson, 2019). Within my classroom, I emphasize authenticity, freedom of choice, and individual responsibility. By doing so, this fosters a space of mutuality and reciprocity (Caruth, 2015). This holistic approach empowers students to become critical thinkers and active agents of change, fosters transformational learning, cultural humility and professional growth in and beyond the classroom. Above all, my class is a safe and respectful space for all who engage within it.

References

Baumgartner, L. M. (2019). Fostering transformative learning in educational settings. Adult Literacy Education.

Caruth, G. (2015). Existentialism and its underpinnings for andragogy. GLOKALde, 1(1). 68-81.

Granello, D. H. (2001). Promoting cognitive complexity in graduate written work: Using Bloom’s Taxonomy as a pedagogical tool to improve literature reviews. Counselor Education and Supervision, 40(1), 292-307.

Sahin, M., & Dogantay, H. (2018). Critical thinking and transformative learning. Journal of Innovation in Psychology, Education and

Didactics, 22(1), 103-114.

Scofield., T., Saginak, K., Reljic, R., & Harper, A. (2009). Transformative practices in counselor education: Creating transparent connections. 

Professional Counseling Digest.

Singh, A. A. (2019). Multicultural and social justice leadership and learning in the classroom. In Haddock, L. & Whitman, J. (Eds.). Preparing the educator in counselor education: A comprehensive guide to building knowledge and developing skills. Routledge.

Whitman, J.S., & Beeson, E. T. (2019). Developing a personal philosophy of teaching. In Haddock, L., & Whitman, J. (Eds.). Preparing the educator in counselor education: A    comprehensive guide to building knowledge and developing skills (pp. 14-34). Routledge.

Zhu, R, Olcon, K., Pulliam, R. M., & Gilbert, D. J. (2023). Transformative learning and the development of cultural humility in social work students. Social Work Education, 42(5), 694-709. https://doi.org/10.1080/02615479.2022.2056158