TPN2601
Assignment 50
EXCLUSIVE Portfolio
Due 2025
, TPN2601 Assignment 50 Portfolio
Due 2025
3.2 My Teaching Perspective
My pedagogical philosophy is deeply rooted in constructivist principles, emphasizing the
creation of inclusive, learner-centered environments that recognize the socio-cultural
diversity inherent in South African classrooms. Drawing on Vygotsky’s socio-cultural
theory (Vygotsky, 1978), I regard learning as a socially mediated process, whereby
meaningful interactions and contextual relevance underpin cognitive development. This
perspective informs my commitment to culturally responsive pedagogy (Ladson-Billings,
1995), ensuring that instructional strategies resonate with learners’ lived experiences
and linguistic backgrounds.
In practice, this entails employing differentiated instruction (Tomlinson, 2014),
integrating local resources, and fostering collaborative learning opportunities that
empower learners to construct knowledge actively. I prioritize trauma-informed
approaches (Van der Kolk, 2014) to address the emotional and psychological needs of
learners affected by community violence or socio-economic hardship, recognizing that
emotional safety is foundational to cognitive engagement. Moreover, I am committed to
reflective practice (Schön, 1987), continuously evaluating my teaching strategies
through self-assessment and mentorship feedback, thereby aligning my practice with
professional standards and fostering ongoing growth.
This perspective underscores my conviction that effective teaching extends beyond the
transmission of content; it involves nurturing learners’ agency, resilience, and critical
consciousness within a socio-cultural framework, aligning with contemporary
educational discourse (Noddings, 2013). My practicum experiences, such as facilitating
a role-play activity that promoted empathy and peer collaboration, concretize this belief,
illustrating the transformative potential of responsive pedagogy.
Assignment 50
EXCLUSIVE Portfolio
Due 2025
, TPN2601 Assignment 50 Portfolio
Due 2025
3.2 My Teaching Perspective
My pedagogical philosophy is deeply rooted in constructivist principles, emphasizing the
creation of inclusive, learner-centered environments that recognize the socio-cultural
diversity inherent in South African classrooms. Drawing on Vygotsky’s socio-cultural
theory (Vygotsky, 1978), I regard learning as a socially mediated process, whereby
meaningful interactions and contextual relevance underpin cognitive development. This
perspective informs my commitment to culturally responsive pedagogy (Ladson-Billings,
1995), ensuring that instructional strategies resonate with learners’ lived experiences
and linguistic backgrounds.
In practice, this entails employing differentiated instruction (Tomlinson, 2014),
integrating local resources, and fostering collaborative learning opportunities that
empower learners to construct knowledge actively. I prioritize trauma-informed
approaches (Van der Kolk, 2014) to address the emotional and psychological needs of
learners affected by community violence or socio-economic hardship, recognizing that
emotional safety is foundational to cognitive engagement. Moreover, I am committed to
reflective practice (Schön, 1987), continuously evaluating my teaching strategies
through self-assessment and mentorship feedback, thereby aligning my practice with
professional standards and fostering ongoing growth.
This perspective underscores my conviction that effective teaching extends beyond the
transmission of content; it involves nurturing learners’ agency, resilience, and critical
consciousness within a socio-cultural framework, aligning with contemporary
educational discourse (Noddings, 2013). My practicum experiences, such as facilitating
a role-play activity that promoted empathy and peer collaboration, concretize this belief,
illustrating the transformative potential of responsive pedagogy.
