Introduction
My teaching career started formally in 2004, following completion of my Masters in Project Management in 2003. For the next 20 years, the first 13 in parallel with my full-time industry career, I tutored, moderated, co-designed and led a variety of project management modules on postgraduate programmes, online and in-person as well as supervising students undertaking a variety of research topics. In 2024, following completion of my PhD in Educational Research in 2023, I accepted a full-time teaching fellow in project management role. This is my inaugural teaching philosophy statement.
My beliefs
I believe that teaching and learning are the flipsides of the same coin. As we teach, we learn, and as we learn, we lay the foundation for teaching others. This reciprocal process lies at the heart of my teaching philosophy. Every interaction between teacher and learner contributes to a dynamic, ongoing exchange of ideas, insights, and experiences. Teaching is not simply the delivery of knowledge; it is a shared journey where both teacher and student grow and evolve together.
I also believe that the construction of knowledge is a collaborative effort. The sharing of knowledge enriches not only the learner’s experience but also that of the teacher. My classroom – whether in-person or online – operates on the principle that learning is co-constructed. I value student input, perspectives, and experiences, recognising that they can enhance the learning environment and deepen my own understanding. By fostering an environment where students feel empowered to share their insights, I create a space where knowledge can be built collectively.
My practices
In practice, I am committed to engaging my students in an open dialogue about our teaching and learning process. I actively share my approaches and invite feedback, recognising that this exchange strengthens both their learning experience and my teaching practice. Feedback is a tool for growth, and I regularly ask my students to provide their thoughts on my methods, adapting as needed to improve the learning environment for everyone involved. This feedback loop is crucial in my pursuit of continuous improvement and self-reflection as a teacher.
Creating a conducive learning environment
Creating a conducive climate for learning, especially online, requires careful attention to both the content and the learning environment. I strive to provide my students with a positive experience by being well-prepared for live webinars, adhering to deadlines for providing feedback, and consistently reviewing and updating course materials. In my face-to-face classes, I make learning interactive and engaging through a flipped classroom model and the use of tools like Vevox to promote active participation. These approaches help students engage deeply with the material, making learning both enjoyable and meaningful.
My goals for the future
Looking ahead, my goal is to be the best teacher I can be – constantly learning, evolving, and refining my craft. Specifically, I aim to deepen my understanding of the intersection of technological, pedagogical, and content knowledge (TPACK), focusing particularly on enhancing my pedagogical and technological skills. I believe that being a lifelong learner is integral to being an effective educator. By continually developing my expertise, I can better serve my students and provide them with an enriched learning experience.
I am also committed to giving my students the best possible learning experience by continuously refining my teaching practices. My ultimate aim is to create an environment where students feel supported, engaged, and inspired to learn. I plan to share my insights and reflections through an online teaching portfolio, much like I did with a learning portfolio on my PhD journey. By documenting my experiences, I hope to contribute to a broader dialogue about teaching and learning, offering insights that others may find valuable on their own journeys.
My teaching achievements and values
Some of my most fulfilling teaching achievements have come from understanding my students’ unique challenges, particularly those balancing full-time work with part-time study. I take pride in being seen as a teacher who empathises with and supports my students through these challenges. The values I aim to impart – honesty, trustworthiness, and empathy – are at the core of my teaching philosophy. I hope that, through our shared learning journey, these values not only shape their academic growth but also their professional and personal lives.
In essence, my teaching philosophy is grounded in the belief that learning is a lifelong journey, one that is enriched by collaboration, reflection, and continuous improvement. As I look to the future, I remain committed to growing as an educator and to creating meaningful, transformative learning experiences for my students.
Evolution of my teaching philosophy
Reflecting on how my approach to teaching has evolved over time, I recognise the significant shifts that have occurred in my practice. With over 20 years of in-person teaching experience and 12 years of leading modules online, my foundation in teaching is solid. However, since pursuing formal learning in digital education (2017-18) and technology-enhanced learning (2019-23), my perspectives have expanded. These experiences have reinforced the importance of flexibility, adaptability, and the thoughtful integration of technology in fostering meaningful learning experiences. My confidence in both in-person and online teaching has grown, and I feel more equipped than ever to meet the diverse needs of my students.
Declaration: I created the outline of my teaching philosophy statement with the aid of free text prompts at a UL workshop on 1 October 2024. I combined the output text into a prompt for both Microsoft Copilot and ChatGPT as follows:
‘Please create my teaching philosophy statement, one to two pages long, that includes the following content I have drafted: I believe that teaching and learning are the flipsides of the same coin. As we teach, we learn and as we learn we set the foundations for teaching others. I believe that we work together to construct knowledge, that the sharing of knowledge enriches the experience of both teacher and learner. I put into practice my beliefs by sharing my approaches to teaching and learning with my students, that I can learn from their experiences as much as they can from mine. I put into practice my beliefs by encouraging my students to give me feedback about my teaching, so that I can improve both our experiences. My goals for the future are to be the best teacher that I can be, learning all the while. I want to improve all aspects of my TPACK but especially my pedagogical and technological knowledge. My goals for the future are to give my students the best experience of learning that I can, continuously improving all the while. My goals for the future are to share my learnings with others in an online teaching portfolio as I did with my PhD learning journey in the hope that others may benefit from my experience. My thinking about teaching has changed over time in the following ways (for context I have been teaching in-person for 20 years and online for 12): Since pursuing learning programmes in digital education (2017-18) and technology enhanced learning (2019-23) I believe the fundamentals of my teaching practices are solid, both in-person and online. I create a ‘climate’ conducive to online learning by trying to give the students a positive experience by being prepared for live webinars, by sticking to ‘promises’ regarding feedback timing on their assignments, by making sure I review and update module materials annually. In class, I try to make learning interesting for students, using a flipped approach and tools such as Vevox to encourage engagement. My most successful teaching achievements have involved being seen as someone who understands my students, the challenges faced by those studying part-time while working full-time. The values I impart to my students are, I hope, honesty, trustworthiness, empathy.’
I reviewed both outputs, selected appropriate content from each output and made amendments to arrive at the statement contained in this document.
Signed: Sandra Flynn, 19 October 2024
Sandra Flynn 