Camelia Birlean

Background

About Camelia Birlean

Teaching Philosophy and interests in Educational Research Teaching Philosophy: The common underlying assumptions of my professional practice as an educator across varying contexts, domain of subjects, and population of learners (listed in my résumé) are embedded in the social-constructivist epistemology, proposed by Vygotsky and originated as far back as in the ancient Greek philosopher, Socrates, who wisely said, “I cannot teach anybody anything, I can only make them think.” I am a strong believer that knowledge and learning originate through social interaction, in which scaffolding by more knowledgeable collaborators is key. Hence, in my practice, I strive to create a climate of community and shared inquiry by designing environments that focus on complex, challenging, and authentic tasks that are relevant to the learners (or participants in workshop activities) and aligned with the subject matter I teach. My foremost responsibility as an educator regardless of the subject domain is to prepare and create self-regulated, lifelong learners by providing them with the right combination of knowledge and motivation to learn independently and effectively. Research Interests: A. Inquiry-driven learning (context, content, process, products) paralleled by a curiosity in cognitive and developmental expertise. B. The literature of Gifted Education, particularly as it pertains to the issue of grouping and placement of high ability students as well as techniques for fostering creativity in the classroom. C. Development of technological tools to facilitate learning and assessment D. Interprofessional education and practice in the health-care system