Teaching Philosophy

My teaching philosophy is deeply rooted in social constructivism, which emphasises the social nature of learning. This approach recognises that learning occurs within a social setting where teachers and more knowledgeable others guide students to maximise their potential within the Zone of Proximal Development (Vygotsky, 1975). Through meaningful interactions, I aim to challenge my students’ thinking, fostering their critical and higher-order thinking skills.

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Since my Master's research in 2005, I have actively practised dialogic teaching (Alexander, 2010; Mercer et al., 2009; Mortimer & Scott, 2003) in my lectures and tutorials, as well as in the training of both pre-service and in-service teachers. Dialogic teaching harnesses the power of structured, purposeful talk to stimulate and extend thinking, advancing students' learning and understanding. This approach not only deepens students' engagement with subject matter but also enables teachers to diagnose learners' needs, frame appropriate learning tasks, and assess progress effectively.

I have extended the principles of dialogic teaching to multilingual classrooms in Brunei, recognising the unique challenges posed by bilingual students who are non-native English speakers. Drawing on my research (Roslan et al., 2018; Roslan, 2014), I advocate the resourceful use of the first language (L1) as a supportive tool in science classrooms. This approach facilitates meaning-making, helping students to engage in scientific thinking without fear of linguistic barriers. I encourage my teacher candidates to adopt similar practices, ensuring that learners can express their ideas confidently and grasp complex scientific concepts effectively.

Beyond dialogic teaching, I am a passionate advocate for Social Emotional Learning (SEL) (Elias & Arnold, 2006; Weissberg et al., 2015). SEL equips students with the ability to recognise and manage emotions, develop empathy, build positive relationships, make responsible decisions, and navigate challenges successfully. In light of modernisation and the growing complexities of student life—including delinquency, school dropouts, and technology influences—SEL is more critical than ever. Research highlights SEL's benefits, including improved academic performance, enhanced physical and mental well-being, and reduced risks of maladjustment (Elias et al., 1997; Zins et al., 2004). I strongly believe that integrating the SEL framework into Brunei's school curriculum would foster well-rounded, emotionally resilient learners equipped for lifelong success.

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Climate Change Education

In addition to my work in dialogic teaching and SEL, I am actively involved in promoting climate change education. Climate change is a pressing global issue, and education plays a pivotal role in equipping future generations with the knowledge, skills, and values needed to address its challenges.

Currently, I am collaborating on a Southeast Asian initiative to develop school-based participatory health and climate change education modules for primary schools in rural areas. This project, which spans Brunei, Malaysia, Indonesia, and the Philippines, focuses on fostering awareness of the interconnectedness of health, the environment, and sustainable practices. In Brunei, I aim to contextualise this initiative by integrating local environmental knowledge and cultural values into the curriculum.

Additionally, I am leading the development of interactive learning tools, such as games and digital resources, to help upper primary school students understand the impacts of climate change. These tools are designed to engage students in active learning, enabling them to relate global environmental challenges to their daily lives and empowering them to take small yet meaningful actions towards sustainability.

Climate change education complements my broader teaching philosophy by promoting critical thinking, active citizenship, and a sense of responsibility for the planet. By embedding these principles into teacher education, I hope to inspire my students to instil environmental consciousness in their own classrooms.

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Objectives of My Teaching

My teaching is guided by the following objectives, aimed at nurturing my students—pre-service and in-service teachers—to become effective, reflective, and empathetic educators:

1. Effectiveness in Teaching
   Teacher candidates should master diverse teaching approaches to address the varied needs of students in their classrooms.

2. Integration of Islamic Values
   Science education should not only impart knowledge but also instil Islamic values, nurturing students' spiritual awareness and moral grounding, especially in the context of the Fourth Industrial Revolution.

3. Focus on Assessment for Learning (AfL)
   Beyond summative assessment, I emphasise formative feedback in my lectures and tutorials to support individual development and continuous improvement.

4. Promotion of Social Emotional Learning
   Teacher candidates should serve as role models, incorporating SEL principles to develop emotionally intelligent and empathetic students.

5. Fostering Active Learning
   I encourage active learning strategies that challenge students’ thinking, promoting higher-order thinking skills essential for scientific inquiry.

6. Relating Science to Everyday Life
   Science teaching should connect concepts to students’ daily experiences, making learning relevant, meaningful, and applicable to real-world contexts.

7. Promoting Climate Change Awareness
   Teachers should integrate environmental education into their teaching practices, empowering students to address global challenges with informed and sustainable solutions.

 

Recent Achievements

My work in promoting dialogic teaching, SEL, and climate change education has been recognised both locally and internationally. Recently, I contributed to a research project focused on developing a funds-of-knowledge STEM curriculum for rural children in Brunei, emphasising culturally relevant science education. Additionally, I am collaborating on a climate change education initiative across Southeast Asia, aiming to develop participatory health education modules for primary schools. These experiences have further enriched my teaching philosophy, reinforcing the importance of integrating research-based practices into teacher education.

As I continue to grow as an educator and researcher, I remain dedicated to inspiring my students to become lifelong learners, critical thinkers, and compassionate educators who positively impact their communities.