I assume that you are asking why it is important for a teacher to have a

teaching philosophy. I do not think that you are asking about philosophy in
general as I have never heard it argued that all teachers need to know Kant,
Plato, and Bentham. I will therefore discuss the importance of a teaching
philosophy.
A teaching philosophy is important for the same reason that a map is
important when you are going to try to travel to some place that you have
never been. When you go traveling, you need the map to inform your
movements. Without the map, you really do not know where you are trying to
go. Your movements will tend to be rather random since you will just be
moving around blindly, hoping to find your destination.
Without a teaching philosophy, your teaching actions will be just as random as
the movements of the traveler who has no map. In fact, they may even be
worse. If you have no teaching philosophy, you do not really know what you
are trying to get your students to learn. In other words, you do not really have
a destination in mind. Moreover, if you have no teaching philosophy, you will
not have any idea as to how you want to achieve your goals.
A teaching philosophy establishes what sorts of things you want your students
to learn. It then goes on to describe how you would want to teach them those
things. By doing these things, it allows teachers to know where they are trying
to go and how they plan to get there.
Sources:

http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/

A philosophy of teaching is exactly like pohnpei397 explains. It is the

map you follow when teaching your students. As a middle school, high
school, prison system, and college teacher over my career, I would like
to give you some examples that would explain further for a beginning
teacher. The key part for you of pohnpei's answer is the very last

sentence which says that a teaching philosophy "allows teachers to

know where they are trying to go and how they plan to get there." As a
beginning teacher, I had no true idea what that really meant in practical
terms. To be specific, let's say that you are an English teacher who has
to teach eighth graders how to write complex sentences when they are
now writing in only simple and compound sentences. Your philosophy
tells you to take them from where they are, in simple and compound
sentences, and figure out a plan to get them to writecomplex
sentences and why they want to learn this as it makes their writing
more grown up. Let's say your plan has to include something for visual
learners, physical learners, readers etc. For physical and visual
learners, you can put two students in the front of the room (choose
carefully), have them stand separately to demonstrate the I in one
independent clause. Then have them hold hands to demonstrate the
conjunction which holds compound sentences together or break the
hand hold to demonstrate that they are still independent sentences.
Then, have them hold hands, but push on the knee of one of them to
show the students that without the one independent sentence to lean
on, the dependent clause with the bent knee would fall as it needs the
support of the independent clause. You will need to clarify coordinating
and subordinating conjunctions. Give them a rhyme to memorize the
coordinating as the subordinating list is too long. Construct several as a
class to show them the patterns D,I or ID so that they understand the
flexibility of complex. Then put them in groups to construct one complex
sentence together and present it to the class. The class can then
decide if it is correct or not. Make them vote individually after 2 or 3 so
that you can see who does not understand. Then have them write three
sentences of their own to trade among their small group. Have them
choose the best sentence in their groups and present again, but to the
next group. Then in each assignment after this, require one complex
sentence which they must underline and label D,I or ID. For those who
need a reference sheet,provide one which shows sentence patterns.
Now, can you see that you need a map and a plan for how to teach

students every one of the goals you have for them? You need to use
your philosophy of teaching as to how to treat students, how to teach
every kind of learner, the plan to teach the objective you have, and to
make students use the information you have taught them so that you
know you have reached your goal. I hope this helps you understand
more completely with the examples provided.
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