Teaching Philosophy

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My teaching philosophy is influenced by the Western and Asian pedagogical approaches to learning, focusing on knowledge and comprehension as well as practical application and synthesis. Drawing on the strengths of the Asian education model, which focuses on a high level of knowledge acquisition where knowledge is transferred from an expert to the learner, my main goal is to extend learning to include applying knowledge to practical scenarios and global issues. This could achieve more balanced and transformational learning. My learning and educational path began within the Asian model, and this changed in Graduate school to include the Western model.

My teaching philosophy, influenced by the western model of education and theories such as constructive alignment by Biggs (2003) and Bloom’s Taxonomy (1956), places a strong emphasis on collaboration and mutual learning. It recognizes that true learning is a shared journey, where all knowledge is comprehended, practical connections are made, and learning is synthesized and evaluated.  This circular process of learning, where teaching and learning are intertwined, values the active participation of students in learning activities conducted by the teacher. 

Teaching is an opportunity to maximize students' learning, not just by lecturing and providing knowledge but by helping them make sense of the learning through doing and getting constructive feedback from the Educator. I believe in the need to provide an inclusive and safe learning environment where all students will be motivated to learn and desire knowledge, engage in constructive and critical thinking, and foster self-learning.  

My past 18 years as a Social worker will offer practical applications for the students while ensuring that the classroom utilizes best teaching practices. I believe that Social work Educators are to build core competencies in our students and groom a new generation of competent social workers for the workforce.