Education is an opportunity to inspire and empower learners. My teaching philosophy is grounded in the belief that effective education centres on fostering critical thinking, collaboration, and a commitment to lifelong-learning. By cultivating an inclusive, student-centred learning environment, I strive to equip students with the skills and confidence needed to thrive academically, professionally, and personally.

Learning is a transformative process where individuals actively engage with experiences, reflect on them, and apply their understanding to solve problems and adapt to new challenges. Through interaction and reflection, learners connect theory to practice, fostering critical thinking and lifelong growth. 

Student-centred focus

A student-centred approach lies at the heart of my teaching philosophy. I believe that every learner brings unique strengths, challenges, and perspectives to the classroom. Recognising this diversity, I actively assess students’ needs using diagnostic tools such as surveys and formative assessments. This allows me to tailor instruction to accommodate varying learning styles, whether through visual aids, hands-on projects or collaborative discussions.

For example, in the Method of Afrikaans (TMA303) module, I implemented a personalised learning project where students selected topics of interest within the course theme and contributed to a collective grammar workbook, a resource for them to use as teachers. Students engaged in activities such as creating visual presentations or writing grade-specific descriptions. This project not only enhanced engagement but also fostered deeper understanding by encouraging students to take ownership of their learning.

Active learning

Active learning is central to my teaching practice. Inspired by Dewey’s experiential learning theory, which emphasises "learning by doing," I design lessons that involve students as active participants. Methods such as flipped classrooms, problem-based learning, and peer teaching are integral to my practice.

In the Afrikaans Communication (HDE431) module, I use real-life teaching advertisements and create interview sessions where students respond to questions based on the job advert and scenarios drawn from their experiences. This method aligns with Dewey’s belief that education is most impactful when grounded in real-world, hands-on experiences. 

Theoretical foundations

My approach is deeply informed by constructivist theories, particularly John Dewey’s (1938) concept of experiential learning. Dewey argued that students learn best by actively engaging with their environment and integrating practical experiences with theoretical knowledge. This principle is reflected in my teaching strategies, where learning is designed to be dynamic and contextually meaningful.

For example, Dewey’s principles of experiential learning, social interaction, and critical reflection underscore the progression and structure of the Second Additional Language: Afrikaans (SAL123) curriculum. The module guides students through a series of activities, beginning with reciting a rhyme in Term 1, talking about themselves in Term 2, creating a video presentation of an Afrikaans poem in Term 3, and culminating in writing and presenting their own poem in Term 4. These activities, designed to build confidence and linguistic proficiency, align with Dewey’s belief that education is most effective when grounded in meaningful, real-world experiences. This approach not only reinforces language acquisition but also cultivates confidence, creativity and critical thinking. Through reflective practices and gradual task complexity, students develop a deeper connection to the learning process, making their academic journey both transformative and practical. 

Reflection and growth

As a reflective educator, I consistently evaluate and refine my teaching practices to enhance the learning experience for my students. Feedback from students, peer observations, and my own reflective journaling provide valuable insights into areas for improvement. For example, student feedback highlighted the need for clearer expectations in group projects. In response, I developed more detailed rubrics and checkpoints, which I implemented in the TMA303 year project and the Education Linguistics for Afrikaans Teachers (ELA221) group project. These adjustments have significantly improved clarity and structure, fostering better outcomes and engagement.

Additionally, I remain committed to professional growth through ongoing research and collaboration with colleagues. Attending workshops and engaging with the latest pedagogical literature ensures that my methods evolve to meet the dynamic needs of learners. This commitment to growth aligns with my belief that teaching is both an art and a science, requiring a balance of empathy, innovation, and evidence-based practice.

My philosophy reflects a deep conviction that education should be transformative, equipping students with the skills and mindsets to navigate an ever-changing world. By placing students at the centre of the learning process, fostering active engagement, and committing to continuous improvement, I aim to make a lasting impact as a lecturer.

While my teaching philosophy aligns closely with Dewey’s principles of experiential and reflective learning, it is not without its challenges and limitations. Dewey's focus on inquiry-based learning and problem-solving, while empowering, has been critiqued for overemphasising the practical and immediate environment at the expense of broader theoretical knowledge (Bantock, 1963). To address this, I strive to integrate structured reflection into my approach, ensuring that students not only act but also critically analyse their experiences.

Furthermore, while Dewey posits that uncertainty and perplexity are necessary conditions for meaningful reflection, this dependency may overlook instances where learning occurs through routine practice and habits (Pacho, 2013). In my practice, I acknowledge the value of established habits as foundational tools for growth, while encouraging students to challenge and re-adapt them to dynamic contexts. Dewey's distinction between primary and reflective experiences highlights the transformative power of critical thought but raises questions about whether all experiences inherently require formal reflection to be meaningful (Miettinen, 2000). To address this, I incorporate opportunities for both structured and spontaneous reflection, ensuring a more comprehensive and flexible approach to learning.

Thus, while Dewey’s framework informs much of my pedagogy, I aim to mitigate its critiques by fostering a balance between action, reflection, and the enduring value of habits in learning. This balanced approach enables me to create a dynamic, student-centred educational experience that supports holistic growth and adaptability.