CHARACTERIZING THE EDUCATIONAL PHILOSOPHY OF PRE-SERVICE TEACHERS AMONG TEACHER EDUCATION INSTITUTIONS (TEIs) By DR. DAVID CABABARO BUENO Dean, Graduate School & Director, Research and Publications COLUMBAN COLLEGE, INC. 1 Mt. Apo St., New Asinan, Olongapo City Philippines 2200 Mobile Numbers: 0999.7064.865 / 0917.3299.033 Email Address: docdave30@yahoo.com ============================================================================= Abstract: The aim of reflecting on philosophical approaches is not to cement pre-service teachers’ orientations into pre-figured, categories that could minimize their efforts to make sense of the complexities of classroom life. Rather, the aim is for pre-service teachers to draw upon prompts such as a metaphoric image or an analytic survey to facilitate a self-examination process. The goal of this self-examination was the creation of a coherent philosophic framework, which makes possible the navigation of classroom complexities. Hence, the study was conducted to characterize the educational philosophy of pre-service teachers among Teacher Education Institutions (TEIs). The researcher used the descriptive method of research. Quantitative data were analyzed through Percentage, Mean and Chi-Square Test using SPSS. The pre-service teachers were predominated by females, enrolled in State University/ Local College and PrivateSectarian institutions, and majored elementary education. The pre-service teachers were mixtures of various philosophical thinking: essentialist, perennialist, progressivist, existentialist, social reconstructionist, and behaviorist. Significant correlation was found between philosophical thinking across HEIs, while no significant correlations found according to gender and education program. Professors should assist students in developing and maintaining interest by providing meaningful learning experiences. There must be a purpose to the learning and balance among domains of objectives. Keywords-Educational philosophy, pre-service teachers, teacher education institutions, descriptive and quantitative methods, Olongapo City, Zambales Introduction Undergraduate pre-service teacher training is a time of concern, establishment, and the beginning of an occupational journey for students aiming to become teachers. Pre-service is admittedly a time of forced reflection due to in-class tasks and practice teaching responsibilities yet these reflective tasks are necessary to begin the reflective process. Professors require reflective exercises because it is generally believed that, “understanding one’s philosophical approach would foster evaluation of teaching decisions” (Pryor, Sloan & Amobi, 2007). The need to reflect on self in relation to society is a fundamental developmental outcome within teacher training. Becoming aware of and making sense of a philosophical stance is important. The ability to then relate teaching decisions to a stance in a pre-service program requires deep reflection upon self in relation to others as a means to self-monitor (Schoonmaker, 1998), grow and improve teaching action. Overall,“the aim of reflecting on philosophical approaches is not to cement pre-service teachers’ orientations into pre-figured, categories that could minimize their efforts to make sense of the complexities of classroom life. Rather, the aim is for pre-service teachers to draw upon prompts such as a metaphoric image or an analytic survey to facilitate a self-examination process. The goal of this self-examination was the creation of a coherent philosophic framework, which makes possible the navigation of classroom complexities (Pryor et al., 2007)” Assembling a personal belief framework is a significant theoretical step in the pre-service year as it influences student teacher’s identity and often leads to a constructivist approach with new understandings of self (Ryan, 2007). As professors the reflective task is an opportunity to address what has happened in practicum and peer into current stances. This is necessary because “if we are not equipped to talk about practice, we are not equipped to talk about theory. We must as far as possible address both theory and practice” in pre-service coursework. From the onset of a teacher training program we must be aware that teacher knowledge “begins with what teachers already know and enact in their practices rather than beginning with knowledge that needs to be given to teachers”. There is a need to look at the elements of knowledge that student-teachers carry into a School of
Education. After all, “teacher knowledge refers to teacher’ narrative knowledge, their personal practical knowledge, composed and recomposed over time and in the contexts of personal and professional knowledge landscapes“ (Clandinin, 2007). As we observe student teachers in class and in teaching practicum we sense emotion and read the behavior of pre-service students in action. We can then possibly link these teacher behaviors to a philosophy, embedded beliefs, and values which become overt during teaching because teaching demands action, reflective thought and revision as success is pursued and growth appears in the fast paced reality of the classroom. Teaching provides an opportunity for continual learning and growth. One of the researcher’s hopes as an educator is to instill a love of learning to students, as the teacher shares his or her own passion for learning with them. Thus, the feeling that there is a need for compassionate, strong, and dedicated individuals who are excited about working with student is imperative. In our competitive society it is important for students not only to receive a solid education, but also to work with someone who is aware of and sensitive to their individual needs. With these concepts, the researcher was very interested to venture on the philosophical thinking of pre-service education students as a baseline study for the identification of homogeneity in the instructional mode. Objectives of the Study The study focused on characterizing the educational philosophy of pre-service teachers among Teacher Education Institutions (TEIs) in Olongapo City and Zambales. The specific objectives were: 1. To describe the profile of the pre-service teachers in terms gender, type of HEIs, and education program. 2. To group the pre-service teachers according to philosophical thinking. 3. To characterize the theoretical preferences of pre-service teachers based on philosophical thinking. 4. To infer if there is significant correlation between philosophical thinking of pre-service teachers and personal profile. Research Methodology The researcher utilized the descriptive-survey method to characterize the educational philosophies of one hundred ninety-six (196) pre-service teachers among the ten (10) TEIs in Olongapo City and Zambales. Thus, there was no sampling technique done in the selection of respondents. The standardized survey-checklist was adopted from Ryan (2007) to determine the philosophical thinking of pre-service teachers. All data gathered were tallied, tabulated, analyzed and interpreted accordingly with the use of Percentage, Mean and Chi-square Test. Results and Discussions 1. Profile of the Pre-service Teacher 1.1 Gender. There are 49 or 25% males and 147 or 75% females. The finding shows that teacher education is predominated by female. This is true to all teacher education institutes under study. 1.2 Types of HEIs. Greater of the respondents are from a State University/ Local College with a frequency of 93 or 47.45%. This is followed by those from Private-Sectarian institutions with 76 or 38.78%, and the rests are products of Private Non-Sectarian schools with a total of 27 or 13.77%. The type of institution where these respondents are came from reflects the kind of educational philosophical embraced by the school. However, the reason for the occurrence of a bigger number of respondents from the Local College/ State University is that they offer lower tuition in their teacher education program. Furthermore, these institutions played an important role in developing teacher’s personal philosophy of teaching wherein they were able to realize their own pre-existing beliefs and values regarding education and teaching as they formally acquire the theoretical and pedagogical foundations of the teaching profession itself. Thus, each new course, reading, and discussion provided by these institutions is potentially influential to the pre-service teacher’s philosophy of teaching.
1.3 Education Program. There are 143 or 72.96% pre-service elementary teachers, and 53 or 27.04% secondary pre-service teachers. Thus, it can be noted that majority of the pre-service teachers are majoring elementary education. The revised policies and standards for undergraduate teacher education curriculum (CMO 30, s2004) states that “Quality of pre-service teacher education is a key factor in quality Philippines education. In the Philippines, the pre-service preparation of teachers for the primary and secondary educational sectors is a very important function and responsibility that has been assigned to higher education institutions. All efforts to improve the quality of education who are properly prepared to undertake the various important roles and functions of teachers. As such, it is of utmost importance that the highest standards are set in defining the objectives, components and processes of pre-service teacher education curriculum.� Moreover, the BEEd program is structured to meet the needs of professional teachers for elementary schools and special education programs and the BSEd for the needs of professional teachers for secondary schools in the Philippines. The BEEd aims to develop elementary school teachers who are either (a) generalists who can teach across the different learning areas in grade school, (b) special education teachers, or (c) pre-school teachers. The BSEd aims to develop high school teachers who can teach in one of the different learning areas in high school like Mathematics, Science, English, Filipino, among others. 2.
Philosophical Thinking
From the total of 196 respondents, there are 23 or 11.73% who are essentialists, 41 or 20.92% who are perennialists, 26 or 13.26%, who are progressivists, 31 or 15.82% who are existentialists, 49 or 25% who are social reconstructionists, and 26 or 13.26% who are behaviorists. It can be noted that, greater percentages are those social reconstructionist and perennialist thinkers. Thus, these findings show that the pre-services teachers are a mixture or combination of various philosophical thinking as far as teaching in concerned. Essentialist thinkers utilize the "traditional" or "Back to the Basics" approach to teaching and learning in the field of education. It is so because they simply strive to instill students with the "essentials" of academic knowledge and character development. While, perennialist thinkers believe that one should teach the things that one deems to be of everlasting importance to all people everywhere. They believe that the most important topics develop a person. Since details of fact change constantly, these cannot be the most important. Thus, the school could help students develop personal and social values so that they can become thoughtful, productive citizens as reflected in the mission, vision, goals and objectives of the institution. Existentialist thinkers focus on the question of concrete human existence and the conditions of this existence rather than hypothesizing a human essence, stressing that the human essence is determined through life choices. However, even though the concrete individual existence must have priority in existentialism, certain conditions are commonly held to be "endemic" to human existence. On the other hand, social reconstructionist thinkers advocate that education should take the lead to reconstruct society in order to create a better world. The school has more than a responsibility to transmit knowledge; they have the mission to transform society as well. Reconstructionist pre-service teachers utilize critical thinking skills, inquiry, question-asking, and the taking of action as teaching strategies. Thus, according to them, the students should learn to handle controversy and to recognize multiple perspectives. The behaviorist thinkers believe that behavior is the result of external forces that cause humans to behave in predictable ways, rather than from free will. Observable behavior rather than internal thought processes is the focus. Thus, learning for them can be identified as manifested by a change in behavior. This is known as the stimulus-response theory of learning. The teacher reinforces what the student should do again and again and ignores undesirable behaviors. The teacher's role is to develop behavioral goals and establish reinforcers to accomplish goals. 3. Theoretical Preferences Based on Philosophical Thinking Essentialist Thinker. The pre-service teachers strongly agree that the curriculum should be subjectcentered. Student learning should be centered on basic subjects such as Reading, Writing, History, Math, and Science; and should be determined by information that is essential for all students to know. They also strongly believed that students should not be promoted from one grade to the next until they have read and mastered certain key material because the academic rigor is an essential component of education. According to them, effective schools assign a substantial amount of homework and must provide students with a firm grasp of basic facts regarding the books, people, and events that have shaped Pilipino heritage. Moreover, Philippines must become more competitive economically with countries, and schools have an affirmative obligation to bolster their academic requirements in order to facilitate such competition, and schools should attempt to instill traditional Pilipino values in students. Essentialist thinkers believed that they must know the essentials of life; survival, how to be productive, and how to live as proper civilians. As they get older there
should be more advanced subjects added to the curriculum being taught. There should not be impractical subjects added to the curriculum. Morals and character should be an important factor to the curriculum as well. Essentialists urge that the most essential or basic academic skills and knowledge be taught to all students. Traditional disciplines such as Math, Natural Science, History, Foreign Language, and Literature form the foundation of the essentialist curriculum. Students receive instruction in skills such as writing, reading, measurement, and computers. Even while learning Art and Music, subjects most often associated with the development of creativity. The students are required to master a body of information and basic techniques, gradually moving from less to more complex skills and detailed knowledge. Moreover, essentialists maintain that classrooms should be oriented around the teacher, who ideally serves as an intellectual and moral role model for the students. The purpose of Essentialist primarily is to train students the culture and traditions of the past. It also provides students with knowledge and skills to be successful in democratic and technological society. Classroom management for the Essentialist holds a strong hand on the core values of discipline and having good morals. Also, they believe respect is a very important aspect. The essentialist classroom would be considered very strict and would have high expectations of excellent behavior. Perennialist Thinker. The pre-service teachers strongly agree that the curriculum should focus on the great thinkers of the past; and schools, above all, should develop students' abilities to think deeply, analytically, and creatively; this is more important than developing their socials kills or providing them with a useful body of knowledge about our ever-changing world. They also believed that students must be taught to appreciate learning primarily for its own sake, rather than because it will help them in their careers. Moreover, teacher-guided discovery of profound truths is a key method of teaching students, and Philosophy is ultimately at least as practical a subject to study as is Computer Science. Perennialist thinkers generally feel that they are advocates of the True Philosophy and with it the True Philosophy of Education. Education is a preparation for life, not an imitation of life; or as the progressive insist it is not “life itself.” Education should be basically the same for all men. Because human beings are essentially the same, education should be essentially the same for everyone. The function of a citizen may vary from society to society, but the function of man, as a man, is the same in every age and in every society since it results from his nature as a man. “The aim of an educational system is to improve man as man. For Perennialists, the aim of education is to ensure that students acquire understandings about the great ideas of Western civilization. The Perennialists see the school as concerned with the secular in education and particularly the training of the intellect. But in addition to this they see a second aim carefully interwoven through the fabric of education. Moreover, they view education as a moral and religious undertaking. They believe that the school cannot separate itself from the study of those things that have come to man through faith and revelation. These pre-service teachers believed that there is a common core of knowledge that needs to be transmitted to students in a systematic, disciplined way. The emphasis in this conservative perspective is on intellectual and moral standards that schools should teach. The core of the curriculum is essential knowledge and skills and academic rigor. A particular strategy with modern Perennialists is to teach scientific reasoning, not facts. They may illustrate the reasoning with original accounts of famous experiments. This gives the students a human side to the science, and shows the reasoning in action. They use tried and true teaching methods and techniques that are believed to be most beneficial to disciplining students’ minds. The method of teaching for the Perennialist is rooted in mental discipline and in the training of the intellect through the discipline inherent in the subject matter. Progressivist Thinker. The pre-service teachers strongly agree that students learn best by engaging in real-world activities rather than reading that’s why schools should prepare students for analyzing and solving the types of problems they will face outside the classroom, and must place more emphasis on teaching about the concerns of minorities and women. According to them, the curriculum of a school should be built around the personal experiences and needs of the students. Art classes should focus primarily on individual expression and creativity. Since students learn effectively through social interaction, schools should plan for substantial social interaction in their curricula, and students should be active participants in the learning process, while teachers must stress for students the relevance of what they are learning to their lives outside, as well as inside, the classroom. Progressivist believes the purpose of schooling should be not about competition, but about being able to cooperate. Being able to develop problem-solving and decisionmaking skills is a major part of progressivism and what Progressivist believes. While reading the material from the Foundations of American Education, the researcher learned that progressivism is known as “learning by doing.” Progressivism lets the students be involved and active in learning and working to solve problems. This lets the learner be capable of establishing rules for the classroom and finding ideas on how to
develop problem-solving and decision-making skills. They found that curriculum is a very important theory. The curriculum of progressivism is known to integrate several subjects but not reflect universal truths, a particular body of knowledge, or a set of prescribed core courses. The teacher described the curriculum as child centered, peer centered, growth centered, growth centered, action centered, process and change centered, equally centered, and also community centered. This would make the student learn in a different way and they would experience science by exploring their immediate physical world. All students would learn in a "social" kind of way. The Progressivist works beyond the individual in the classroom. This kind of teacher would be good with making group decisions and keeping in their mind the consequences for the students and how it may or may not benefit them. Existentialist Thinker. The pre-service teachers strongly agree that the purpose of school is to help students understand and find the meaning of their existence. Students should be permitted to determine their own curriculum, and those who do not want to study much should not be required to do so. According to them, reality is determined by each individual's perceptions. There is no objective and universal reality. They also believed that there are no external standards of beauty. Beauty is what an individual decides it to be. Moreover, it is more important for a student to develop a positive self-concept than to learn specific subject matter. The existentialist appears to believe that knowledge exists as it relates to the individual's interpretation of it. In the existentialist world the role of the teacher is to provide diversification within the curriculum to the individual learners. Each child as an individual has a unique way of learning. When discussing types of teaching methods to be used, one size does not fit all learners. The teacher needs to focus on children as individuals and interact with them as "subjects" and not "objects", personalities and not numbers. The teacher has permission to become the learner and the learner to become the teacher. But because the teacher has more experience in life perceptions, it is her job to promote an awareness of the possibilities of the world through openness to past, present, and future possibilities. Teaching children to communicate through effective language practices becomes very important as children to learn to communicate effectively for true self expression. The teacher is an "enabler who helps the student appropriate, internalize, and make over." Social Reconstructionist Thinker. The pre-service teachers strongly agree that material is taught effectively when it is broken down into small parts. People for them are shaped much more by their environment than by their genetic dispositions or the exercise of their free will. Thus, programmed learning is an effective method of teaching information. Moreover, they strongly believed that students learn best through reinforcement and frequent objective testing is the best way to determine what students know. Lastly, they strongly agreed that reward students well for learning and they will remember and be able to apply what they learned, even if they were not led to understand why the information is worth knowing. Thus, the overall assessment was recorded as 4.71, with a descriptive rating of “Strongly Agree�. Social Reconstructionist believes that students are the critical element in bringing about social change. They contend that students are capable of initiating and adapting to change especially if they are influenced by appropriate adult role models. A social Reconstructionist would strive to organize the classroom in a classless, nonsexist, and nonracist manner. There would be less emphasis on management and control and more focus on community building. Conflict resolution and difference in world views would be encouraged and reinforced. Behaviorist Thinker. The pre-service teachers strongly agree that schools should engage students in the analysis of major institutions and social issues so that social problems, causes, and ways to respond could be identified. The curriculum should be a project-based one with multidisciplinary analysis and action regarding social problems and themes from social life at the heart of students’ school experience, emphasizes the common good over that of the individual, and must encourage participation, critical analysis, and action. Moreover, they strongly believed that students learn more outside the classroom than in, and need to have experiences which develop their desire and capacity to respond to social needs. Pre-service teachers who accept the behavioral perspective believed that the behavior of students is a response to their past and present environments and that all behavior is learned. According to behaviorists, behavior modification is a form of learning, and it should be the teacher's responsibility to create an environment in which only appropriate behavior is being reinforced. Inappropriate behaviors can be modified using behavior modification techniques. Although a teacher may discover that his/her own personal theory of learning doesn't exactly match any of the current, popular theories it is in the best interests of all educators to create and assess a personal learning theory. This implies that educators need to continually be aware of new research in the area of learning theories and how it applies to our instruction.
4. Correlations Between Philosophical Thinking and Personal Profile Gender. The computed Chi-square value of 2.89 at .05 level of confidence with the degree of freedom of 5 is lower than the critical value of 11.0705. This means that the null hypothesis is accepted. It means there is no significant correlation between philosophical thinking and gender. Thus, philosophical thinking styles of pre-service teachers are not associated with gender. Types of HEIs. The computed Chi-square value of 195 at .05 level of confidence with the degree of freedom of 10 is higher than the critical value of 18.30704. This means that the null hypothesis is rejected. It means there is significant correlation between philosophical thinking across higher education institutions. Thus, the type of institution is associated to the philosophical thinking styles of pre-service teachers. Education Program. The computed Chi-square value of 3.90 at .05 level of confidence with the degree of freedom of 5 is lower than the critical value of 11.0705. This means that the null hypothesis is accepted. It means there is no significant correlation between philosophical thinking and education program. Thus, philosophical thinking styles of pre-service teachers are not associated with education program. Conclusions The pre-service teachers were predominated by females, enrolled in State University/ Local College and Private-Sectarian institutions, and majoring elementary education. They were mixtures of various philosophical thinking such as essentialist, perennialist, progressivist, existentialist, social reconstructionist, and behaviorist. However, majority were those from social reconstructionist and perennialist thinker groups. Behaviorist thinkers emphasized that learning by observing and imitating others, as well as use of external rewards and punishment leads to systematic and conditioning in classes. Essentialist thinkers were teaching the common core, "the basics" of information and skills needed, while existentialist stressed the need for the students learning to choose and select on an individual basis, and perennialist emphasized the aim to uncover enduring truths were constant, and unchanging. Progressivist stressed that learning was student centered, problem- solving using project approach with group and individual tasks; and social reconstructionist provided vision for better world and social change was given emphasis on social context employing group work and accountability key for each participant as instructional mode. Significant correlation was found between philosophical thinking across higher education institutions. While there were no significant correlations between philosophical thinking and gender and education program. Recommendations The demand for male teachers should not be overlooked by teacher education administrators and male students who are planning to venture in teaching profession should also be given due encouragement. Private sectarian and non-sectarian education institutions should do massive marketing strategies to encourage and invite prospective students to enroll in the Teacher Education program. The higher education institutions should sustain their capability to influence their education students to practice varied philosophical thinking styles to cater the multi-cultured and diverse learners. The higher education institutions should create a learning environment imbued with distinct educational philosophy for their prospective education student as part of their hidden but learned curriculum. The philosophical thinking styles among pre-service teachers should be put into actual practice for the purposes of instructional modalities to: (a) assist students in developing and maintaining interest; (b) make learning experiences meaningful; and (c) balance among cognitive, affective, and psychomotor objectives. REFERENCES Bednar, A.K., Cunningham, D., Duffy, T.M., Perry, J.P. (1995). Theory into practice: How do we link? In G.J. Anglin (Ed.), Instructional technology: Past, present and future. (2nd ed., pp. 100-111)., Englewood, CO: Libraries Unlimited, Inc. Black, E. (1995). Behaviorism as a learning theory. [On-line]. Available: http://129.7.160.115/inst5931/Behaviorism.html Bogdan, R. C., & Biklen, S. K.(2003). Qualitative research for education: An introduction to theories and methods, (4 th ed.). Boston: Allyn & Bacon. Boiser, D.(2000). Strategies for Teaching: A Modular Approach. Quezon City: Rex Printing Company Inc. Bracy, B. (Undated) Emergent learning technologies. Available: gopher://unix5.nysed.gov/00/TelecommInfo/Reading%20Room%20Points%20View/ Burney, J. D. (Undated). Behaviorism and B. F. Skinner. Available: http://www2.una.edu/education/Skinner.htm
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