Iam a parent first and foremost, but I am also an educator. What does one role have to do with the other? I realized that the different identities that make me who I am are not independent of each other during the process of formulating my teaching philosophy. Realizing the link between the different identities in my life influenced my teaching philosophy, which, in turn, has contributed to my teaching practice and the way I view my students.
References
1.
D. D.
Pratt
and J.
Collins
, “Teaching Perspectives Inventory (TPI),” in Adult Education Research Conference
(Vancouver, BC
, 2000
).2.
D. D.
Pratt
, “Good teaching: One size fits all?
” New Dir. Adult Contin. Educ.
2002
, 5
–16
(2002
).3.
E.
Mazur
, “Farewell, lecture?
” Sci.
323
, 50
–51
(2009
).4.
5.
6.
P.
Hewitt
, “Figuring Physics column
,” Phys. Teach.
7.
8.
M.
Rifkin
, “Addressing underrepresentation: Physics teaching for all
,” Phys. Teach.
54
, 72
–74
(Feb.
2016
).9.
R. M.
Lock
and Z.
Hazari
, “Discussing underrepresentation as a means to facilitating female students’ physics identity development
,” Phys. Rev. ST Phys. Educ. Res.
12
, 020101
(2016
).10.
A. R.
Daane
, S. R.
Decker
, and V.
Sawtelle
, “Teaching about ra-cial equity in introductory physics courses
,” Phys. Teach.
55
, 328
–333
(Sept.
2017
).11.
M. S.
Martinuk
, R. F.
Moll
, and A.
Kotlicki
, “Teaching introductory physics with an environmental focus
,” Phys. Teach.
48
, 413
–415
(Sept.
2010
).12.
M.
Rogers
, T.
Pfa
, J.
Hamilton
, and A.
Erkan
, “Incorporating sustainability and 21st-century problem solving into physics= courses
,” Phys. Teach.
51
, 372
–374
(Sept.
2013
).13.
Z.
Hazari
, C.
Cass
, and C.
Beattie
, “Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development
,” J. Res. Sci. Teach.
52
, 735
–762
(2015
).14.
S. J.
Mann
, “Alternative perspectives on the student experience: Alienation and engagement
,” Stud. High. Educ.
26
, 7
–19
(2001
).15.
K.
Ginsburg
, I.
Ginsburg
, and T.
Ginsburg
, Raising Kids to Thrive: Balancing Love with Expectations and Protection with Trust
(American Academy of Pediatrics
, 2015
).16.
K.
Ellery
, “Framing of transitional pedagogic practices in the sciences: Enabling access
,” Teach. High. Educ.
22
, 908
–924
(2017
).17.
A.
Valenzuela
, Subtractive Schooling: US-Mexican Youth and the Politics of Caring
(SUNY Press
, 2010
).18.
C.
Boughey
and S.
McKenna
, “Academic literacy and the decon-textualised learner
,” Crit. Stud. Teach. Learn.
4
, 1
–9
(2016
).© 2020 American Association of Physics Teachers.
2020
American Association of Physics Teachers
AAPT members receive access to The Physics Teacher and the American Journal of Physics as a member benefit. To learn more about this member benefit and becoming an AAPT member, visit the Joining AAPT page.