Preservice Teachers’ Perceived Philosophies of Education in the Context of Outcome-Based Teacher Education Curriculum (OBTEC)

Abstract

Educational philosophy is one of the most critical arms of the teacher in the classroom. Thus, this research aims to determine OBTEC preservice teachers' perceived philosophies of education. To gather information on their philosophies, the researcher adapted the questionnaire of Sadker and Zittleman administered to 214 preservice teachers. Results show that the majority of the preservice teachers were reconstructionists. However, male preservice teachers were more of a progressivists, while the females were social reconstructionists. Considering their areas of specialization, preservice teachers were reconstructionist. BECED, on the other hand, were existentialists. Preservice teachers wanted to educate the learners with social problems and issues that influence society. They also wanted schools to be student-centered and activity-based. Thus, this study suggests that OBTEC preservice teachers need to acquire in-depth knowledge of the different philosophies of education. Teacher Training Institutions are also encouraged to strengthen preservice teachers' orientation of the different philosophies of education.