Prevailing educational philosophies among pre-service teachers

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Author: Tupas, Joshua B., Pendon, Guiller P., Larupa

Accession Number: URDC00007

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Copyright Year: 2015

Abstract:

The motivation of this study is derived from the presumption or belief that pre-service teachers are somehow guided by certain philosophies as they enhance their pedagogical skills before practicing their profession. This study aimed to find out the prevailing educational philosophies of pre-service teachers when taken as a whole and when classified according to course, sex, and grade point average (GPA). The respondents of the study were the 67 education students of the West Visayas State Univesity-Janiuay Campus who were chosen through stratified sampling. Data were gathered with the aid of a self-made philosophic inventory checklist which was validated by experts and pilot- tested. It utilized the descriptive design to collect, analyze and classify data on the prevailing educational philosophies of pre-service teachers. Results showed that pre-service teachers were likely to accept existentialism and progressivism as educational philosophies when taken as a whole and when classified according to course, sex and GPA. With the use of Mann-Whitney test, inferential statistics showed that there was no significant difference in the prevailing educational philosophies of pre-service teachers when classified according to course, sex and GPA.


Keywords: Educational philosophies, Pre-service teachers, Prevailing

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