Prevailing Educational Philosophies among Pre-Service Teachers

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.