Teaching philosophy statement and ideological becoming: from individual practice to social meaning

Authors

DOI:

https://doi.org/10.17981/cultedusoc.12.1.2021.20

Keywords:

Ideological becoming, Teaching philosophy statement, Reflective practice, Teacher education

Abstract

The writing of a teaching philosophy statement can be interpreted as a dynamic component in the development of the teacher’s system of ideas, their ideological self. In this reflective article, the exercise of personal reflection and growth that promotes the development of a personal teaching philosophy is examined according to some available writing guidelines. Through a documentary method, the assumptions of the beliefs in question are argued in order to interpret them under the Baktinian concepts of heteroglossia and ideological becoming. The examination of heteroglossia in the text of a TPS increases the awareness of individual teaching activity connected to broader social, cultural, and political practices built through writing. These considerations are intended to connect the activities of educators with the possibility of more democratic societies.

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Author Biography

Alba Eugenia Vásquez-Miranda, Universidad Autónoma Benito Juárez de Oaxaca. Oaxaca (México)

PhD Candidate, Faculty of Translation Studies, Linguistics and Cultural Sciences, Universidad Johannes Gutenberg de Mainz (Germany). Associate Professor and Researcher, Universidad Autónoma Benito Juárez de Oaxaca, (Mexico). Member of the Academic Body in Critical Applied Linguistics, Universidad Autónoma Benito Juárez de Oaxaca, (Mexico) https://orcid.org/0000-0001-9800-1332

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Published

2021-02-10

How to Cite

Vásquez-Miranda, A. E. (2021). Teaching philosophy statement and ideological becoming: from individual practice to social meaning. CULTURA EDUCACIÓN Y SOCIEDAD, 12(1), 311–322. https://doi.org/10.17981/cultedusoc.12.1.2021.20

Issue

Vol. 12 No. 1 (2021): Cultura Educación y Sociedad

Section

ARTICLES

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