Pre-Service Teacher Research Paper

PREVAILING EDUCATIONAL PHILOSOPHIES AMONG PRE-SERVICE TEACHERS

Joshua B. Tupas [e-mail] West Visayas State University-Janiuay Campus

Cabesa Jose D. Brana Street

Janiuay, Iloilo, Philippines

Guiller P. Pendon [e-mail] West Visayas State University-Janiuay Campus

Cabesa Jose D. Brana Street

Janiuay, Iloilo, Philippines

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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

This can take several forms. In a conservative environment, it can mean the maintenance of the status quo. In a more liberal environment it means the teaching of values that are considered to be desirable. In effect, the schools serve to create a culture and mores that are not currently part of the culture but are perceived as desirable. In any case, it means that the values taught are those of the church, government, or other system that controls the schools.

Whether intended or unintended, schools serve to reproduce a culture. Education is a critical part of a child 's socialization (Shaffer, 2000). It is where they learn not just the obvious tools for life but the cultural mores, values and social tools for life. The question I choose to address is who is responsible for determining the sort of training students receive in school.

The educational process depends on four fundamental aspects: the education institution, teachers, curriculums, and the students. These four aspects correlate with each other

It is not simply learning new knowledge or skills or extending what we already know into a new topic or domain. It actually changes “what we know”. Transformative learning is based on three (3) fundamental activities: learning from experience, critical reflection, and personal development. In learning from experience, experiences can be planned or unplanned and can involve individuals in various ways; eg, cognitively, physically, emotionally. If and how individuals learn from that experience is influenced by their own world view, values, and beliefs. Experience may trigger learning for some and not for others. It is suggested that transformative learning occurs when one cannot easily fit a new experience into their existing knowledge, views, or perspectives. Such a situation stimulates reflection. Critical reflection is a cognitive process by which individuals question existing knowledge and importantly, underlying beliefs and assumptions, including those related to power distribution, and strive to make sense of a new experience. Frequently this process elicits emotional responses.It is the re-examining of long-held beliefs and values that leads to transformative