Joy Hooker 

Teaching Philosophy

 

Ralph Waldo Emerson said “Life is a journey, not a destination.”  The same can be said for learning.  The journey metaphor encompasses the concepts of travel, guidance and an endpoint to be reached.  While life learning will be ongoing, one of the chief milestones for our learners is the attainment of the Graduate Learning Outcomes from their study at EMTC.  I see myself (as a teacher), walking with and guiding EMTC’s learners on a journey of discovery to reach this milestone.

 

As a teacher, my method of walking with and guiding learners utilises many different approaches.  These can range from a teacher-centred approach that utilises behaviourism-type learning theory to a learner-centred approach that utilises critical learning theories.  I endeavour to move along the continuum between teacher-centred and learner-centred approaches, utilising the most applicable practise for each learning task.

 

I see myself as an active instructor, teaching learners to think in new ways

and be open to new ideas.  This primarily involves some aspect of reflective

practice (Schon, 1983) and can incorporate an action learning approach

such as that outlined by Kolb (1984) and Coll & Eames (2004).  This

usually builds on and interacts with initial basis of knowledge and

understanding.  I place more emphasis on the learner learning than the

teacher teaching.  A workshop style is therefore my preferred method of

teaching where learners have the opportunity to reflect on, discuss and/or

try out new ways of thinking or practices.  A recent example of this is an

8-week evening class I presented during May/June/July 2014 for Elim
Christian Centre South Auckland on "Hearing God's Voice". 

              

                 Student workbook for Hearing God's Voice

 

 

My approach is consistent with a constructivist approach to teaching and

learning where learners are actively involved in creating knowledge and

understanding through experience and reflection.  The interaction between

experience and education was brought to the fore by Dewey (1938).  More

recently, Biggs has further developed the curriculum design aspect

known as 'constructive alignment' emphasising the alignment of teaching

and assessment with learning outcomes and objectives (Biggs, 2003).

 

For further background and comment on learning theories and my own

approach to teaching and learning see Graduate Attribute 6.

 

 

 

 

As a programme developer, Biggs' constructive alignment philosophy

has guided my own approach to programme and curriculum development.

 

In the religious studies sector, Perry Shaw's Transforming Theological
Education: A Practical Handbook for Integrative Learning (2014) outlines

one theological college's journey towards an integrated curriculum,

providing a working model with useful case studies, appendices and

exercises.

 

I have come to appreciate the necessity of a holistic approach to programme design and curriculum development that begins with the mission and vision of EMTC, flows down through the EMTC Graduate Profile to each individual programme's Graduate Attributes, assessments and teaching topics.  An integration of this approach within our two internship programmes is the basis for my two case studies:

 

• Redevelopment of EMTC’s Diploma in Christian Ministry (Internship)
  – Level 5 programme. This utilises a work-integrated learning model.
  [Case Study 1]

 

• Development of EMTC’s Certificate in Christian Ministries (Internship
  – level 4 blended-learning programme.  [Case Study 2]