Asia Pacific Journal of Multidisciplinary Research, Vol. 5, No.

1, February 2017
_______________________________________________________________________________________________________________
Asia Pacific Journal of
Educational Philosophies Adhered by Multidisciplinary Research
Filipino Preservice Teachers: Basis for Vol. 5 No.1, 185-192
st February 2017
Proposing Initiatives for 21 Century Teacher P-ISSN 2350-7756
Education Preparation Program E-ISSN 2350-8442
www.apjmr.com
Gilbert C. Magulod Jr. (Ph.D.)
Faculty, College of Teacher Education/ Campus Research Coordinator
Cagayan State University at Lasam, Cagayan Province, Philippines
gilbertmagulod@rocketmail.com

Date Received: December 7, 2016; Date Revised: January 29, 2017

Abstract – The study endeavoured to ascertain the educational philosophies adhered by Filipino
preservice teachers. Descriptive survey research method was employed. The participants of the study
were the 76 fourth year Bachelor in Elementary Education (BEED) and Bachelor in Secondary Education
(BSED) of the College of Teacher Education in one state university in the Philippines. Data were
gathered with the use of standardized research tool. Research findings showed that the Filipino
preservice teachers espoused a very high adherence to progressivism educational philosophy and high
orientation to existentialism and reconstructionism. They also showed a moderate adherence to
perennialism and existentialism philosophies. These imply that they espoused a high student-centred
teaching belief with partial acceptance to teacher-centred teaching belief. Test of difference and Post
hoc analysis revealed that course, residence and scholastic standing in high school spelled differences on
the educational philosophies of the Filipino preservice teachers. Findings of the study present
initiatives for 21st century teacher education preparation program.
Keywords – educational philosophies, Filipino preservice teachers, Teacher Education
Preparation

INTRODUCTION accompanied with well developed educational

The increasing demand of best classroom philosophies.
practices, pedagogical approaches, and instructional Teaching consists of beliefs, attitude, values and
strategies that define effective teaching in the 21st behaviors espoused by teacher to facilitate the
century challenge teacher education programs in students‟ learning and development. These behaviors
preparing future teachers to equip them with the follow a pattern or model depending on the teacher‟s
desired personal and professional teaching attributes educational philosophy. The educational philosophies
and competencies. Teaching excellence in the 21st are the framework to guide, filter, and consider the
century classroom belongs to those teachers who have effort of teacher towards what she/ he believes as the
the dispositions of being effective and passionate. purpose of education. In relation, educational
Quality preservice education is considered as a philosophy is a point of view that provides a logical,
key factor in quality Philippine education. All efforts rational, and valid basis for educational effort and
to improve the quality of education in the Philippines criteria for the selection of a sound educational
are dependent on the service of teachers who are practice [2]. The personal beliefs, assumptions, and
properly prepared to undertake various important roles connections concerning the role of the teachers, the
and functions of teachers [1]. It has been the role of role of the learner, the goal of schooling, the ideal
teacher education institutions (TEIs) in the Philippines curriculum content, and the best means of including
to ensure the preparation of quality preservice teachers learning atmosphere constitute the educational
armed with the knowledge, skills and dispositions to philosophy of a teacher [3].
become effective teachers. These teachers in terms of Preservice teachers‟ beliefs on the goal and
the quality of learning are the ones who possess purpose of education manifest their educational
workable knowledge and excellent teaching practices philosophic orientation. Their beliefs and conceptions

185
P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com
 Magulod Jr., Educational Philosophies Adhered by Filipino Preservice Teachers…
_______________________________________________________________________________________________________________
about teaching will prepare them with their expertise Progressivism as educational philosophy captures
to teach in the real world which will help them the belief that students manifest meaningful learning
become effective facilitators of learning in the future. when they are actively involved in learning activities
Rideout [4] affirmed that the basic determinant of that they have interest with. Actual and experiential
individuals‟ educational dispositions is their learning are important and will develop individual
educational philosophies. Such educational learner‟s creativity and imagination. This philosophy
dispositions are being formed founded on educational emphasizes the different learning styles and
philosophy. Thus, a personal philosophical orientation dispositions of students, their multiple intelligences
is an important and active element of the teacher in and individual learning preferences. The curriculum in
the classroom. this philosophy shows dynamism and relevance to the
Developing and owning an educational needs of the society.
philosophy is influential in directing and guiding Existentialism is a philosophy that put much
teachers in executing their teaching practices and most student‟s freedom to learn. It supports the idea that to
importantly on the way how they look at their learners exist is to find the essence of life. It requires student-
whom they deliver their effort. Bilbao [5] affirmed centered teaching approach where students are given
that as teacher, one should have a philosophy of the freedom of choice which they know will unleash
education because it is a strong belief that is translated their potentials and creativity. Educators in this
into action that will guide them what to teach, how to philosophy serve as facilitators who guide students
teach, and why to teach. define their own essence by assisting them to various
In the perspective of this study, the main five (5) choices they would like to take.
educational philosophies were considered specifically Social Reconstructionism philosophy aims to
essentialism, perennialism, progressivism, bring out the consciousness of an individual about the
existentialism and behaviorism. In brief descriptions, social events, concerns and problems being
perennialism is an educational philosophy adhering to confronted. This philosophy provides vision of the
the concept of conservative point of view mainly better world by looking solutions and addressing
focused on the intellectual and moral standards. It social concerns and issues. It purports the idea that
emphasizes that schools must teach students with the teachers should be an instrument to encourage and
ideas that are everlasting and the search for enduring lead students for social reforms. Methods of teaching
truths are constant. Values are constant and may include problem oriented type, community-based
unchanging through the literature, arts, philosophies, learning and group discussions.
and religions. The different philosophical orientations of
For a classroom teacher adhering this educational preservice teachers help them become better teachers
philosophy, subject-matter centered approach in in profession. Their assumptions on the purpose of
teaching that requires mastery of learning content is education ensure their choice of teaching as their
emphasized. Bago [6] noted that a perennialist future career. Determining their existing philosophical
educator is an authority figure in the classroom that orientations can help them understand and modify
transmit and interpret knowledge because they believe their preservice teaching educational practices and
that education is the process of transmitting changing align them into the appropriate instructional
knowledge from generation to generation. approaches. This captures what Ryan [7] declares that
Essentialism refers to the educational philosophy a clear understanding of philosophy can help a
which pertains to the traditional or „back to basic teacher grow professionally and create a purposeful
movement” as approach in teaching. As the name direction for teaching in the classroom.
implies, it seeks to instill learners with the “essentials” Pre-service teachers have to be guided with their
of academic pursuit and knowledge. Educators beliefs, values, and knowledge and the nature and
espousing this philosophy believe that teaching meaning of education which are hinged on certain
students with the mastery of 3Rs will make them educational philosophy to define themselves as
competent in the world. For these basic skills are professional teachers, manifest their role to students,
essentials for an individual to live well in the modern define their responsibility in the school and
society. This philosophy encourages academic rivalry community, and on how they showcase and exhibit
where the classroom is stiff and controlled. their expertise. A personal educational philosophy is
186
P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com
Asia Pacific Journal of Multidisciplinary Research, Vol. 5, No. 1, February 2017
 Magulod Jr., Educational Philosophies Adhered by Filipino Preservice Teachers…
_______________________________________________________________________________________________________________
an essential and active element of a teacher. Acquiring Hypothesis:
a philosophy is powerful, in that it directs and guides a This study tested the lone research hypothesis at
teacher‟s teaching practices in the classroom as well 0.05 level of significance if there is no significant
as how they perceive teaching and learning and the difference on the philosophical orientation of
students around them [8]. Further, Uzunöz [9] preservice teachers when grouped according to their
stressed that determining educational philosophical profile variables.
dispositions is quite necessary and important for
understanding preservice teachers‟ and teacher METHODS
educators‟ behavior to create alignment between their Research Design
philosophical dispositions for the quality of teaching- This study employed a quantitative method using
learning process. Further being aware of a philosophy descriptive survey research design in collecting,
of education informs and provides an identity for pre- analyzing and classifying the data along with the
service teachers who are beginning their careers [10]. different philosophical orientations of preservice
The different philosophies espoused by preservice teachers of CSU-Lasam. Moreover, Calmorin [11]
teachers will be evidential in their choice of teaching affirmed that the used of the design is appropriate
methods, strategies and tactics employed in the since word survey was used to gather data regarding
classroom including their dispositions and standards the perceptions of the respondents. Survey is useful in
in dealing with their students. The study ascertained producing the value of facts, and the focus of the
the educational philosophies being adhered by the attention on the most important things to be reported.
preservice teachers of the College of Teacher The findings of the study also will serve as basis of
Education of Cagayan State University at Lasam the College of Teacher Education in designing
which will serve as basis for proposing initiative of curriculum intervention.
their preservice training program.
The result of the study will serve a very important Participants
input in the training of preservice teachers and at the The respondents of the study were the seventy
same time strengthening the quality of the faculty of eight (78) fourth year Bachelor in Elementary
instruction of the College of teacher Education. As an Education-Generalist (BEEd- Generalist) and the
implication of this study to the preservice teacher Bachelor in Secondary Education major in English
education will be a very valuable input to the college (BSED- English) of Cagayan State University at
in designing curriculum initiatives to better prepare Lasam, Lasam, Cagayan Province, Philippines during
them as effective facilitators of 21st century learning the second semester of SY 2016-2017. The preservice
particularly along their personal views and beliefs teachers were taken in complete enumeration because
about education, their classroom management styles, they have already teaching exposure in the different
teaching methods, and most especially on deeper and cooperating schools.
better understanding how they may postulate different The researcher sought permission to conduct the
ways of teaching and handling students in their future study to the campus authorities. After having sought
classes. permission, the researcher administered the
questionnaires to the identified respondents.
OBJECTIVES OF THE STUDY Orientation of the participants as well as obtaining
The study generally aimed to determine the their consent was undertaken prior to the conduct of
educational philosophy espoused by preservice the study. The respondents were also asked to
teachers of the College of teacher Education of accomplish the questionnaire honestly to arrive with
Cagayan State University at Lasam. Specifically, (1) valid findings of the study.
examine the philosophical orientations of preservice
teachers when grouped according to their profile Instruments and Procedures
variables; (2) ascertain the implications of the This study utilized an adopted and modified
philosophical orientations of pre-service teachers by questionnaire lifted from the Field Study 6 on
proposing a plan of action to the college of teacher becoming a 21st century teacher developed by Sadker
education. and Sadker [12] revised by Bilbao [5]. The
questionnaire has two (2) parts, part I drew out the
187
P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com
Asia Pacific Journal of Multidisciplinary Research, Vol. 5, No. 1, February 2017
 Magulod Jr., Educational Philosophies Adhered by Filipino Preservice Teachers…
_______________________________________________________________________________________________________________
personal profile of the respondents while the part II essentialism (3.36) were rated with moderate
elicited the responses along with the educational adherence by the preservice teachers.
philosophy orientations consisting of 40-item
Table 1. Philosophical Orientations
statements. Each statement was answered with a 5-
Descriptive Std.
point likert scale with 5 as the highest and 1 as the Philosophies Mean
Value Dev.
lowest. The different educational philosophies Essentialism 3.36 Moderate 0.43
measured by the survey were limited into five (5) Perennialism 3.35 Moderate 0.53
namely: essentialism, Perennialism, progressivism, Progressivism 4.28 Very High 0.64
existentialism and behaviorism. Reconstructionism 3.45 High 0.44
Before the distribution of the questionnaire, a Existentialism 3.99 High 0.37
letter was forwarded to the dean for approval and
notation. Upon the approval scheduling of data The very high rating of the preservice teachers on
gathering was done by the researcher. The progressivism philosophy as evidenced with a mean of
distribution of questionnaire was initiated by the 4.28) explains that they have high belief that in
faculty researcher being the professional education teaching and learning, students learn well when
instructor of the College of Teacher Education. Data activities in their lessons have meaning for them.
were collected from the preservice teachers who were They manifest a very high positive belief to develop
officially enrolled in the subject “Teaching their learners as intelligent and enlightened
Profession” in the first semester of SY 2016-2017. individuals who can play their role in a democratic
The researcher informed the respondents about the society because. They also manifest a high belief that
objectives of the study. After the collection of data, education‟s purpose is to fully develop the potential of
tabulation and coding were performed using the learner for them to have a good and positive life in
statistical software. Analysis and further interpretation the future. The preservice teachers can see and
were done to arrive at findings and conclusion of the recognized that the curriculum is dynamic that should
study. be relevant to the needs of the society. They also
adhere to the concept that change is the only
Data Analysis permanent thing on earth; hence, their orientation is to
After the collection and coding of data, the teach their learners with the skill to cope with change.
research used appropriate statistical tools. Descriptive The positive assessment of the preservice teachers
statistics such as frequency, rank and percentage were towards progressivism philosophy encapsulates their
used along with the profile variables. Inferential understanding on learning by doing where they see
statistics such as independent sample t-test and one themselves as guide to help their students. This very
way ANOVA were used to test the hypotheses of the high belief of preservice teachers of Cagayan State
study. All the data gathered were treated using University at Lasam, Cagayan, Philippines can be
statistical software at 0.05 alpha level. The assessment affirmed in the study of Tupas and Pendon [13] on the
of the respondents on their educational philosophy prevailing educational philosophies among preservice
orientations used the following arbitrary scale: 4.20- teachers of West Visayas State University, Janiuay
5.00: Very High (VH); 3.40-4.19: High (H); 2.60-3.39 Campus, Philippines found out that when taken as a
Moderate (M); 1.80-2.59: Low (L); 1.00-1.79: Very whole, preservice teachers‟ educational philosophy is
Low (VL). progressivism. Similarly, in the study of Ryan [7] on
the philosophical orientation of Canadian pre-service
RESULTS AND DISCUSSION teachers, it was revealed that 96% of his respondents
Table 1 presents the assessment of the preservice had results indicating that they were progressivist.
teachers on the educational philosophies they adhered. As to existentialism philosophy, it obtained a
The data shows that the preservice teachers of the mean of 3.99 was noted having the second highest
College of Teacher Education of Cagayan State mean based on the assessment of the preservice
University- Lasam have a very high rating on teachers. It can be inferred from the finding of the
progressivism (4.28), while positive high assessment study that they have a high positive belief that to
ratings along with existentialism (3.99) and become a successful facilitator of learning, one must
essentialism (3.86). Perennialism (3.35) and consider the motivation and affect of their learners.
188
P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com
Asia Pacific Journal of Multidisciplinary Research, Vol. 5, No. 1, February 2017
 Magulod Jr., Educational Philosophies Adhered by Filipino Preservice Teachers…
_______________________________________________________________________________________________________________
The finding also suggests that the preservice teachers essentialists as an ideal benchmark for assessing
can recognized the uniqueness and individuality of students and holding teachers accountable for student
their students. They can see themselves to be a teacher achievement.
who can provide their learners a variety of options Along with perennialism philosophy obtained the
from which they choose where it will bring out the mean of 3.35, the preservice teachers assessed
creativity and self-expression of the students. They themselves to have moderate acceptance to this
have high orientation to the teaching principle which philosophy. This suggests that the preservice teachers
is anchored on different learning styles, emotional somewhat agreed to the belief that schools, above all,
intelligences and physical characteristics since they should develop students' abilities to think deeply,
believe that every leaner is born as potential genius. analytically, and creatively; this is more important
The positive adherence of the preservice teachers to than developing their social skills or providing them
this philosophy implies that they can allow their with a useful body of knowledge about our ever-
students to make meaningful decisions in the changing world. They manifest a neutral belief that
classroom where autonomy and self-confidence is students must be taught to appreciate learning
being promoted to every learner. Winch & Gingell primarily for its own sake rather than because it will
[14] posit that existentialism is a philosophy of help them in their careers. Moreover, they manifest
education which is student- centered and it focuses on partial acceptance to the belief that depriving students
student choice; teachers provide an environment that with their ability to use their reasoning power will lost
is consequential in nature. the control ad passions.
Meanwhile, the high assessment of the preservice Witcher and Travers [16] affirmed that
teachers along with reconstructionism philosophy perennialism and essentialism are transmissive
indicates their high belief on teaching students to philosophies. transmissive teachers are being refereed
carry out change in the society. They can see that as traditional or conservative. They believe that the
nurturing the skills and knowledge of students for purpose of school is to develop the intellect. Thus,
change is necessary. As future teachers, they show they view their role as knowledge dispenser to the
importance to the idea that social reforms do not students, such they prefer to employ lecturing,
necessarily start in the formal classroom but it is demonstration, and recitation as teaching methods.
through unstructured and informal instruction where Teachers who represent this paradigm tend to
students understand themselves and seek the advocate curricula that are subject centered, organized
meaning of their existence. Thus, for them it is vital and sequenced, and focused on mastery of specific
for a teacher to nurture the self-concept, self- skills and content. Consequently, their classrooms
confidence and emotional stability of their students; tend to have a business-like atmosphere in which
that the role of the teacher is to encourage and lead students are passive learners who generally work
students to initiate social reforms. independently [9].
Relative to the moderate assessment of the Generally, when taken as a whole, both the BEED
preservice teachers along essentialism philosophy and BSED preservice teachers espoused themselves to
with a mean of 3.36 showed that they fairly believed have a very high progressivism philosophy and high
on the role of the school to determine the information positive existentialism and reconstructionism
that is important for students to absorb. They are educational philosophies while they assessed
moderately favoring the role of the teacher to transfer themselves to have moderate adherence to
the basic skills to their students for them to become perennialism and essentialism beliefs.
successful in the future. They somewhat accept the Table 2 presents the test of difference on the
belief that preparing students academically and creativity styles of the student teachers when grouped
cognitively will allow them to acquire higher levels of according to their profile variables. Result of the test
competences needed to their future lives. As affirmed of difference showed that there is a significant
by Bagley [15] essentialism believes that should equip difference on philosophical orientation of the
students with the basic academic skills to survive in preservice teacher when grouped according to their
society. Teachers are supposed to transmit knowledge profile variables. Thus, the null hypothesis of the
to students who usually play a passive role in the study was rejected at 0.05 level of significance.
process of learning. Standardized testing is seen by
189
P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com
Asia Pacific Journal of Multidisciplinary Research, Vol. 5, No. 1, February 2017
 Magulod Jr., Educational Philosophies Adhered by Filipino Preservice Teachers…
_______________________________________________________________________________________________________________
Table 2. Test of Difference on the Educational philosophies of Preservice teachers when grouped to their
profile variables
Profile Variables Essentialism Perennialism Progressivism Reconstructionism Existentialism
Gender 0.0857 0.0921 0.8389 0.0839 0.2022
Birth Order 0.5629 0.492 0.7252 0.4280 0.6192
Course 0.0340 * 0.001 * 0.7400 0.599 0.9050
Residence 0.1451 0.0286* 0.4646 0.053 0.065
Type of HS
0.4347 0.6905 0.0904 0.429 0.913
Graduated
Scholastic Standing
0.2080 0.0350 * 0.9539 0.110 0.5043
in HS
Father‟s Occupation 0.7471 0.7289 0.9020 0.1608 0.7093
Mother‟s Occupation 0.978 0.9096 0.8438 0.5056 0.3962
Father‟s Education 0.6552 0.6461 0.8913 0.5801 0.8388
Mother‟s Education 0.675 0.2322 0.8446 0.437 0.1761
Family Income 0.1869 0.1638 0.8915 0.5343 0.3436
*= significant at 0.05 level

The variables that spelled differences on the appreciation for English. The rationale behind this is
philosophical orientation of the preservice teachers that language and literature are considered perennial
were seen along course, residence and scholastic subjects. It appears that BSED preservice teachers
standing in high school. have higher leaning along perennialism philosophy.
The BEED preservice teachers rated themselves Result of the test of difference also showed that
moderately higher along essentialism philosophy residence spelled significant difference on the
compared to the BSED preservice teachers showed educational philosophy of preservice teachers. It was
significant difference. It can be inferred that BEED revealed that preservice teachers who are residing in
preservice teachers have higher adherence of non-centro tend to have moderately higher adherence
essentialism philosophy. The difference can be to perennialism educational philosophy compared to
explained that BEED is a degree program which aims those residing in centro. The result is logical since
to develop elementary school teachers who are most of the respondents graduated from barrio high
generalist who can teach across the different learning schools and perhaps their exposure to subject matter-
areas in grade school. Thus requiring them to have the centered approach have influenced their educational
basic level of literacy will allow them to become belief to adhere perennialism approach since
essentialists in the field. Allowing them to become conservative point of view sis focused on the
experts to teach the subject in the elementary grades intellectual and moral standards is much emphasized
indicates that they focus more on teacher-centered in perennialism philosophy.
approach. Meanwhile, BSED preservice teachers also Relative to scholastic standing in High School, it
significantly rated themselves moderately higher was also found out that preservice teachers who are
along perennialism educational philosophy compared with honors tend to have moderately higher
to the BEED preservice teachers. The finding is orientation with perennialism philosophy compared to
reasonable since being a BSED with specialization in those without honors. This indicates that BEEd and
English Language requires them the meaningful and BSEd preservice teachers having high academic
comprehensive knowledge in the integration of standing accepted perennialism as educational
language and literature so that they can teach their philosophy. It can also further be inferred that students
subject effectively. They can recognize that teaching with higher academic standing tend to espoused
their students to communicate effectively is engaging perennialism educational philosophy since it allows
them to have exposure to language teaching. They them to think deeply, analytically and critically which
have an orientation that language teaching is hooked might have influenced their academic standing.
not only to the development of cognitive and Generally, when the preservice teachers were
academic competencies but also with the development taken as whole, no significant differences found along
and promotion of cultural enrichment and aesthetic gender, birth order, type of high school graduated
190
P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com
Asia Pacific Journal of Multidisciplinary Research, Vol. 5, No. 1, February 2017
 Magulod Jr., Educational Philosophies Adhered by Filipino Preservice Teachers…
_______________________________________________________________________________________________________________
from, parents‟ occupation and education, and family being the guide on the side to sage on stage or vice
income. versa as the situation requires them to subscribe.
Allowing the preservice teachers to showcase
Implications of Filipino Preservice Teachers’ different philosophies of education can make them
Educational Philosophies to 21st Century Teacher deal practically to the latest development of their field.
Education Program Finally, the significant differences on the educational
Results yielded in the study may provide several philosophies of the preservice teachers when grouped
implications to the teacher education preparation to their personal profile variables yielded important
program. This study generated the finding that the implications concerning their individuality and
preservice teachers of Cagayan State University at exposure of preservice teachers on how the College of
Lasam when taken as a whole group, both BEED and teacher Education may provide necessary initiatives
BSED students espoused themselves as progressivist, to enhance their different educational philosophies.
existentialist and reconstructionist. It can be explained
that they have clear belief that schools are existing for CONCLUSION
societal change and development. They can see The preservice teachers of Cagayan State
themselves as future teachers who can teach the University at Lasam espoused a very high adherence
diverse learners in the 21st century learning to progressivism educational philosophy and high
environment with the promotion of student-centered orientation to existentialism and reconstructionism.
approach through the use of problem-based, They also showed a moderate acceptance to
experiential, interactive, integrated, multidisciplinary, perennialism and existentialism philosophies. Course,
contextualized, experiential and collaborative residence and scholastic standing in high school
principles of teaching. In teaching their learners, they spelled differences on the essentialism and
can consider the learning styles, multiple perennialism educational philosophies of the
intelligences, emotional intelligence and creativity of preservice teachers. The high assessment on the
their students. They can also consider employing progressivism, existentialism and reconstructionism
different instructional materials with the integration of philosophies showed that as future teachers they can
ICT, games, manipulative and other instructional see themselves as the one who can teach the diverse
support to teach their students. It is very evidential learners having a belief which is student-centered
that the preservice teachers generally perceived teaching approach while the partial but not the total
themselves as facilitator of learning in the 21st century adherence to perennialism and existentialism
classroom. philosophies indicative that as future teacher, they can
Meanwhile, the preservice teachers‟ assessment consider formal and expert authority teaching styles to
on essentialism and perennialism described as project their expertise in the field.
moderate, suggests that they have fair adherence to
these educational philosophies is indicative that they RECOMMENDATIONS
did not totally discard the concept of teacher-centered Basing from the conclusion of the study, the
approach but they can still manifest the importance of following recommendations are offered: first,
employing these educational philosophy in the 21st preservice teachers must be informed as to what
century classroom. The partial but not the total educational philosophies they are adhered.
adherence to these beliefs is indicative that the teacher Implications of their teaching philosophies to
in the classroom has the formal and expert authority teaching-learning process should be discussed before
teaching styles to project expertise in the field and their off-campus training/ practice teaching for them
knowledgeable on what to expect from their students. to have clear grasp and understanding of the strengths
The construction of a teaching philosophy within and weaknesses of the educational philosophies they
a teacher training program does affect the teaching- personally adhered; second, the following activities
learning process [17]. Because it is generally believed are proposed to be initiated by the College of
that understanding one‟s philosophical approach Teacher Education considering the dominant
would foster evaluation of teaching decisions [18]. educational philosophies adhered by the preservice
Making the preservice teachers eclectic in their teachers:
educational philosophies may help them shift from
191
P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com
Asia Pacific Journal of Multidisciplinary Research, Vol. 5, No. 1, February 2017
 Magulod Jr., Educational Philosophies Adhered by Filipino Preservice Teachers…
_______________________________________________________________________________________________________________
a) conduct of seminars and trainings aligning to but not always easy to achieve. J. Student
the progressivist, existentialist and reconstructionist Engagement: Educ. Matters 3(1):21-28.
philosophical orientations of the preservice teachers to [9] Uzunöz, S. F., (2015). The philosophical
st
hone their 21 century teaching skills. Among which dispositions of pre-servıce teachers and teacher
educators. Academic Journals Vol. 11(1), pp. 30-36,
are the following: the use of learning style and
10 January, 2016
classroom motivation, authentic and performance- [10] Ryan, G. T., (2008) .Philosophical homogeneity in
based assessment, innovative teaching strategies pre-service education:A longitudinal survey. Issued
through of games and manipulative, experiential in Educational Research, 18 (1), 2008
learning, simulation, community-based learning, and [11] Calmorin L., P. & Calmorin M. A. (2007) Research
other strategies with appeal to the interest and feelings Methods and Thesis Writing . Rex Book Store, Inc.
of the students. Quezon City, Philippines
b) The moderate adherence of the preservice [12] Sadker, M.P. & Sadker, D. S., (1997). Teachers,
teachers to the essentialism and perennialism schools and society (4th ed., pp. 403-
philosophical orientations may be clarified with a 405.) NY: McGraw Hill.
[13] Tupas, J. B., & Pendon G. P., (2016). Prevailing
seminar workshop along: classroom management and
educational philosophies among preservice teachers.
discipline, integration of values to lessons, strategies IRA- International Journal of Education &
to develop mastery of students, time-tested teaching Multidisciplinary Studies, Vol. 03, Issue 03 (2016)
methods, and workshop to develop learners‟ critical [14] Winch C, Gingell J (1999). Key Concepts in the
thinking skill. Philosophy of Education. London: Routledge.
Thirdly, a continuous update of the knowledge of [15] Bagley WC (1938). An essentialist‟s platform for the
preservice teachers to their field of specialization is advancement of American education. Educ. Adm.
necessary for them to become expert of their field. Supervision 24:242-256.
Fourth, more technology integration in teacher [16] Witcher A, Travers P (1999). Witcher-Travers
education courses to allow modeling by university Survey of Educational Beliefs. [On-line]. Retrieved
March 05, 2010 from
professors and instructors and more opportunities for
http://www.abacon.com/witcher-travers
preservice teachers, and finally, a similar study may [17] Minor LC, Onwuegbuzie JA, Witcher EA, James LT
be conducted with wider samples of Preservice (2002). Preservice teachers' educational beliefs and
teaches in the Philippines using quantitative and their perceptions of characteristics of effective
qualitative methods. teachers. J. Educ. Res. 96(2):116-127.
[18] Pryor, CR, Sloan K, Amobi F (2007). Three
REFERENCES professors' teaching philosophy of education:
[1] CHED Memorandum Order (CMO) No. 30, series of Strategies and considerations for undergraduate
2004. Revised Policies and standards for courses. J. Scholarship Teach. Learn. 7(1):77-101
undergraduate teacher education curriculum.
[2] Calderon, J. F., (1998). Foundations of Education. COPYRIGHTS
Rex Book Store Inc., Quezon City Copyright of this article is retained by the author/s,
[3] Reyes, F. C., (2002). Unveiling teaching expertise: a with first publication rights granted to APJMR. This is an
showcase of sixty-nine outstanding teachers in the open-access article distributed under the terms and
Philippines. Manila: De La Salle university Pres, Inc. conditions of the Creative Commons Attribution license
[4] Rideout G.W., (2006). Educational beliefs and the (http://creative commons.org/licenses/by/4.
learning environment. Acad. Exchange Q. 10(2):67-
71.
[5] Bilbao P. B., (2015). Field Study 6. Lorimar
Publishing. Quezon City
[6] Bago, A. L., (2001). Curriculum development: the
Philippine experience. 2nd Edition. C & E Publishing,
Inc.
[7] Ryan T.G., (2008). Philosophical orientation in pre-
service. J. Educ. Thought 42(3):247-260.
[8] Soccorsi L (2013). Instilling a personal teaching
philosophy in pre-service teachers: Vitally important

192
P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com
Asia Pacific Journal of Multidisciplinary Research, Vol. 5, No. 1, February 2017