Your Teaching Philosophy
Before exploring open education, let’s establish a foundation by articulating your current teaching philosophy – the core beliefs that shape how you teach.
What is a teaching philosophy?
A teaching philosophy is a personal and evolving statement that articulates what you value most as an educator, and how those values show up in your teaching practice and learning design.
As Stephen Brooksfield describes it, “A teaching philosophy is not a code of rules or a statement of doctrine but a living set of beliefs that guides your teaching and evolves with your experience.”
Teaching philosophies should be:
- Values-Based – Grounded in core beliefs about teaching and learning
- Learner Centred – Recognising diverse identities and needs
- Reflective – Evolved through practice experience and feedback
- Clear and Personal – Written in an authentic voice that sounds like an educator
Stop and Reflect
Take a moment to consider:
- When you feel most successful as an educator, what’s happening?
- What do you hope students take away from your courses beyond the content itself?
- Think of a teaching moment you’re proud of. What made it work?
Example Teaching Philosophies
Here’s what a brief teaching philosophy might look like:
“I believe learning happens when students feel safe enough to take intellectual risks. My role is to create an environment where curiosity is valued over perfection, and where students see themselves as capable of generating new knowledge—not just consuming it. I design learning experiences that connect course concepts to students’ lived experiences and future goals, because relevance deepens engagement and retention.”
Notice how this example:
- States specific beliefs about learning
- Describes the instructor’s role
- Connects beliefs to practice
Want to explore this topic more deeply?
If you’d like additional guidance, examples, and exercises for developing your teaching philosophy, check out KPU’s comprehensive Teaching Philosophy Workbook. While this brief reflection is all you need to begin your open education journey, the full workbook offers extended support for faculty who want to explore their teaching values and practices in greater depth.
Reflective Activity
Your Current Teaching Philosophy
In your words, describe your current teaching philosophy.
This can be 1-3 paragraphs or a series of bullet points—whatever helps you articulate your thinking. Aim for 150-300 words.
Consider using one of the following sentence starters:
- I believe that learning happens when…
- My role as an educator is to…
- At the heart of my teaching practice is a commitment to…
- I design learning experiences that encourage students to…
As you write, think about:
- Why do you make the teaching choices you do
- What you want students to experience in your courses
- How do you see the relationship between you and your students
Try to avoid:
- Generic statements without specifics (“I believe all students can learn”)
- Lists of teaching techniques without explaining why you use them
Looking Ahead
As you continue this workbook, you’ll explore how principles of open education connect to your teaching philosophy. Consider: Who are you teaching for? Who might be excluded by current approaches?
These aren’t questions you need to answer now—they’re meant to orient your thinking as you begin exploring open education. Throughout the sections ahead, you’ll have opportunities to revisit and refine your teaching philosophy as you discover new approaches and consider how open practices align with your values and goals.
Ready to Begin Your Open Education Journey?
You’ve now articulated your teaching philosophy—the foundation from which you’ll explore open education. This statement will serve as your anchor point, helping you identify which open practices resonate with your existing values and where open education might offer new perspectives or approaches.
In the next section, we’ll introduce the core principles of open education: accessibility, effectiveness, and equity. You’ll see how these principles connect to the teaching philosophy you’ve just articulated and begin to envision how open practices might enhance your teaching.
This page is adapted from content developed by Lisa Gedak, including the Reflect and Redesign: Intentionality and Iterative Course Design Workbook.
References
Brooksfield, S. D. (2017). Becoming a Critically Reflective Teacher (2nd ed.). Jossey-Bass.
