“What I Mean Is…”: The role of dialogic interactions in developing a statement of teaching philosophy

This case study explores the role of dialogic interactions in a US-based Korean doctoral student’s efforts to write a statement of teaching philosophy (TPS) as part of her employment applications in science education. While previous studies have examined the role of pedagogical strategies and available resources to help students improve their statement, these approaches tend to be dispensed by field experts such as faculty members; few studies...